| Description |
1 online resource (xviii, 267 pages) |
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text txt rdacontent |
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computer c rdamedia |
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online resource cr rdacarrier |
| Series |
Knowledge and the curriculum |
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Knowledge and the curriculum.
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| Contents |
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 -- 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 -- 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 Mori 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 |
| Summary |
Knowing History in Schools explores how we can best understand knowledge-building in history education and aims to navigate the challenges that knowledge-building processes pose for learning history in schools. |
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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. |
| Note |
Online resource; title from digital title page (viewed on September 08, 2021). |
| Bibliography |
Includes bibliographical references and index. |
| Subject |
History -- Study and teaching.
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Knowledge, Theory of.
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Education.
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Histoire -- Étude et enseignement.
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Théorie de la connaissance.
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epistemology.
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Knowledge, Theory of
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Education
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History -- Study and teaching
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| Other Form: |
Print version: 1787357325 9781787357327 (OCoLC)1182576008 |
| ISBN |
9781787357334 (electronic book) |
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1787357333 (electronic book) |
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9781787357303 (electronic book) |
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1787357309 (electronic book) |
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9781787357341 (Kindle electronic book) |
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1787357341 |
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1787357325 |
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9781787357327 |
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9781787357310 (paperback) |
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1787357317 (pbk.) |
| Standard No. |
10.14324/111.9781787357303 doi |
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AU@ 000068507217 |
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AU@ 000068805652 |
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UKMGB 020014469 |
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