Knowing History in Schools
Powerful knowledge and the powers of knowledge
Edited by Arthur Chapman
The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building.
Knowing History in Schools explores these issues in the context of teaching and learning 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. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
Praise for Knowing History in Schools
'Raises the bar by addressing, with new insights, critical issues through the enlightening lens of powerful knowledge. There is much in this book that will interest scholars from across a wide range of subjects. It is a book that deserves a wide readership.'
The Curriculum Journal, BERA
Arthur Chapman is an Associate Professor in History Education at the UCL Institute of Education
List of figures
List of tables About the contributors Acknowledgements
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?
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
Joe Smith and Darius Jackson
8 Powerful knowledge for what? History education and 45-degree discourse
9 Ka Mura, Ka Muri [Look to the past to inform the future]: disciplinary history, cultural responsiveness and Māori perspectives of the past
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 Michael Young
The Curriculum Journal, BERA
Size: 234 × 156 mm
B&W line drawings
Copyright: © 2021
Publication: January 07, 2021
Series: Knowledge and the Curriculum