Chapman, A (Ed).
(2021)
Knowing History in Schools: Powerful knowledge and the powers of knowledge.
Knowledge and the Curriculum.
UCL Press: London, UK.
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Abstract
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.
| Type: | Book |
|---|---|
| Title: | Knowing History in Schools: Powerful knowledge and the powers of knowledge |
| ISBN-13: | 9781787357303 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/111.9781787357303 |
| Publisher version: | https://doi.org/10.14324/111.9781787357303 |
| Language: | English |
| Additional information: | Collection © Editor, 2021 Text © Contributors, 2021 Images © Contributors and copyright holders named in captions, 2021 This book is published under a Creative Commons Attribution Non-Commercial 4.0 International licence (CC BY-NC 4.0). This licence allows you to share and adapt the work for non-commercial use providing attribution is made to the author and publisher (but not in any way that suggests that they endorse you or your use of the work) and any changes are indicated. Attribution should include the following information: Chapman. A. (ed.). 2021. Knowing History in Schools: Powerful knowledge and the powers of knowledge. London: UCL Press. https://doi.org/10.14324/111.9781787357303 Further details about Creative Commons licences are available at http://creative commons.org/licenses/ Any third-party material in this book is published under the book’s Creative Commons licence unless indicated otherwise in the credit line to the material. If you would like to reuse any third-party material not covered by the book’s Creative Commons licence, you will need to obtain permission directly from the copyright holder. |
| Keywords: | education, history education, powerful knowledge |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10118305 |
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