Overview

A dialogue among leading figures in history education research and practice. The “knowledge turn” in curriculum studies has drawn attention to the central role that the knowledge of the disciplines plays in education and the need for fresh perspectives on knowledge-building. Knowing History in Schools explores these issues in the context of the discipline of 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. Focusing on Young’s “powerful knowledge” theorization of the curriculum, and on his more recent articulations of the “powers” of knowledge, this dialogue explores the many complexities facing history education. The book attempts to clarify how educators can best conceptualize knowledge-building in history education, and it will be of interest to history education students, history teachers, teacher educators, and history curriculum designers, as they navigate the challenges that knowledge-building processes pose for learning history in schools.  

Full Product Details

Author:   Arthur Chapman
Publisher:   UCL Press
Imprint:   UCL Press
Weight:   0.350kg
ISBN:  

9781787357310

ISBN 10:   1787357317
Pages:   284
Publication Date:   07 January 2021
Audience:   General/trade ,  General
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

List of figures List of tables and boxes About the contributors 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? Richard 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 Maori 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 Index

Reviews

'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

'a balanced and polyphonic contribution to the debate' Passato e Presente '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

Author Information

Arthur Chapman is an Associate Professor in History Education at the UCL Institute of Education who has worked in history education research and history teacher education, and as a history teacher and lecturer in school and university. He has published widely in history education and is Editor-in-Chief of the History Education Research Journal. He is a Fellow of the Royal Historical Society and an Honorary Fellow of the Historical Association.

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