Search

Knowing History in Schools

Powerful Knowledge and the Powers of Knowledge

Edited by Arthur Chapman

£45.00
- +

ISBN: 9781787357327

Publication: January 01, 2021

Series: Knowledge and the Curriculum

This title has not yet been published. Please bookmark this page and come back on the publication date when it will be freely available to download.

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 knowledge 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 students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools. 

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’
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?
Rebecca 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 Māori 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

References
Index

Format: Hardback

Size: 234 × 156 mm

288 Pages

B&W line drawings

Copyright: © 2021

ISBN: 9781787357327

Publication: January 01, 2021

Series: Knowledge and the Curriculum

Scroll to top