Projects per year
Abstract
In this case study, we explore pedagogical practices that could promote powerful knowledge in school history. We analyse teaching sessions conducted by two teachers. The cases were selected from an observation study that focused on historical literacy in Finnish schools. While Michael Young's ideas of powerful knowledge have gained considerable attention in recent years, the pedagogical aspects of powerful knowledge have been less explored than its knowledge theorization. Our results indicate that promoting powerful knowledge is possible in school history. We suggest that powerful knowledge could be supported by teacher-led pedagogy that involves the systematic use of historical texts, and that uses disciplinary concepts to re-conceptualize everyday knowledge. Hence, teaching strives to unpack the (political) use of historical knowledge and narratives that represent the knowledge of the powerful.
Original language | English |
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Journal | Journal of Curriculum Studies |
Volume | 53 |
Issue number | 1 |
Pages (from-to) | 16-31 |
Number of pages | 16 |
ISSN | 0022-0272 |
DOIs | |
Publication status | Published - 2 Jan 2021 |
MoE publication type | A1 Journal article-refereed |
Fields of Science
- CURRICULUM
- DISCIPLINARY LITERACY
- EDUCATION
- Historical literacy
- NEED
- SCHOOL
- TEACHERS
- historical thinking
- history education
- powerful knowledge
- 516 Educational sciences
Projects
- 1 Finished
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HisLit: Engaging in disciplinary thinking: historical literacy practices in Finnish general upper secondary schools
Rantala, J., Ouakrim-Soivio, N., van den Berg, M., Manninen, M., Khawaja, A. & Puustinen, M.
01/09/2016 → 31/08/2020
Project: Research project