What Is Powerful Knowledge in School History? Learning from the South African and Rwandan School Curriculum Documents

Autor/in	Bertram, Carol
Titel	What Is Powerful Knowledge in School History? Learning from the South African and Rwandan School Curriculum Documents
Quelle	In: Curriculum Journal, 30 (2019) 2, S.125-143 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2018.1557536
Schlagwörter	Foreign Countries; History Instruction; Secondary School Curriculum; Cultural Differences; Inquiry; Memory; Citizenship Education; Socialization; Racial Segregation; Knowledge Level; World History; Slavery; War; Foreign Policy; Political Issues; South Africa; Rwanda + Suchen Sie Ihr Suchwort? Ausland; History lessons; Geschichtsunterricht; Kultureller Unterschied; Gedächtnis; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Socialisation; Sozialisation; Rassentrennung; Wissensbasis; Weltgeschichte; Sklaverei; Krieg; Außenpolitik; Politischer Faktor; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Ruanda
Abstract	This paper explores the question of what is powerful knowledge in school history, drawing on an analysis of secondary school history curriculum documents from South Africa and Rwanda. The paper engages with how these official curricula make selections regarding history topics, and how conceptual relationships are structured, and then interrogates to what extent the curricula might give learners access to powerful historical knowledge. The post-apartheid South African history curriculum chose a disciplinary focus, which aims for learners to develop the skills to analyse historical sources and evidence and to recognise that there are different interpretations of particular events. In contrast, the Rwandan history curriculum takes a collective, memory-history approach which does not focus on historical enquiry and has a strong focus on nation-building and citizenship. I engage with the implications of what this means for the idea of powerful knowledge in school history and argue that the socialisation aspect of school history cannot be ignored. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01