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.
Table of Contents
List of figures
List of tables and boxes
About the contributors
1. Introduction: Historical knowing and the ‘knowledge turn’
2. How helpful is the theory of powerful knowledge for history educators?
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
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
7. Two concepts of power: Knowledge (re)production in English history education discourse
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
11. Powerful knowledge or the powers of knowledge: A dialogue with history educators
Index