Skip to main content

Distributed for UCL Press

Knowing History in Schools

Powerful Knowledge and the Powers of Knowledge

Distributed for UCL Press

Knowing History in Schools

Powerful Knowledge and the Powers of Knowledge

A dialogue among leading figures in history education research and practice.

The “knowledge turn” in curriculum studies has drawn attention to the central role that the knowledge of the disciplines plays in education and the need for fresh perspectives on knowledge-building. Knowing History in Schools explores these issues in the context of the discipline of history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. Focusing on Young’s “powerful knowledge” theorization of the curriculum, and on his more recent articulations of the “powers” of knowledge, this dialogue explores the many complexities facing history education. The book attempts to clarify how educators can best conceptualize knowledge-building in history education, and it will be of interest to history education students, history teachers, teacher educators, and history curriculum designers, as they navigate the challenges that knowledge-building processes pose for learning history in schools.

284 pages | 12 drawings | 6 1/4 x 9 1/4

Knowledge and the Curriculum

Education: Curriculum and Methodology

UCL Press image

View all books from UCL Press

Table of Contents

List of figures

List of tables and boxes

About the contributors

1. Introduction: Historical knowing and the ‘knowledge turn’

Arthur Chapman

2. How helpful is the theory of powerful knowledge for history educators?

Alison Kitson

3. Inferentialism in history education: Locating the ‘power’ and the ‘knowledge’ by thinking about what it is for a concept to have meaning in the first place

Catherine McCrory

4. Powerful knowledge building and conceptual change research: Learning from research on ‘historical accounts’ in England and Cyprus

Arthur Chapman and Maria Georgiou

5. Disciplinary knowledge denied?

Richard Harris

6. The power of knowledge: The impact on history teachers of sustained subject-rich professional development

Katharine Burn

7. Two concepts of power: Knowledge (re)production in English history education discourse

Joe Smith and Darius Jackson

8. Powerful knowledge for what? History education and 45-degree discourse

Kenneth Nordgren

9. Ka Mura, Ka Muri [Look to the past to inform the future]: Disciplinary history, cultural responsiveness and Maori perspectives of the past - Mark Sheehan

10. The stories we tell ourselves: History teaching, powerful knowledge and the importance of context

Nick Dennis

11. Powerful knowledge or the powers of knowledge: A dialogue with history educators

Michael Young


Be the first to know

Get the latest updates on new releases, special offers, and media highlights when you subscribe to our email lists!

Sign up here for updates about the Press