Knowing History in Schools : Powerful knowledge and the powers of knowledge
Chapman, Arthur
Knowing History in Schools : Powerful knowledge and the powers of knowledge - London UCL Press 2021
Open Access
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.
Creative Commons
English
111.9781787357303 9781787357303 9781787357310 9781787357327 9781787357334 9781787357341
10.14324/111.9781787357303 doi
Education
Educational: History
education history education powerful knowledge disciplinary knowledge classroom knowledge knowledge turn curriculum school subjects subject disciplines Michael Young
Knowing History in Schools : Powerful knowledge and the powers of knowledge - London UCL Press 2021
Open Access
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.
Creative Commons
English
111.9781787357303 9781787357303 9781787357310 9781787357327 9781787357334 9781787357341
10.14324/111.9781787357303 doi
Education
Educational: History
education history education powerful knowledge disciplinary knowledge classroom knowledge knowledge turn curriculum school subjects subject disciplines Michael Young