Envisaging the Alternatives: From Knowledge of the Powerful to Powerful Knowledge in History Classrooms

Autor/inn/en	Puustinen, Mikko; Khawaja, Amna
Titel	Envisaging the Alternatives: From Knowledge of the Powerful to Powerful Knowledge in History Classrooms
Quelle	In: Journal of Curriculum Studies, 53 (2021) 1, S.16-31 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1703273
Schlagwörter	History Instruction; Case Studies; Teaching Methods; Literacy; Knowledge Level; Primary Sources; Political Influences; Foreign Countries; National Curriculum; Core Curriculum; Secondary School Teachers; Death; Jews; European History; Professional Autonomy; Nationalism; Historiography; Foreign Policy; Finland; Russia + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Wissensbasis; Primärquelle; Political influence; Politischer Einfluss; Ausland; Kerncurriculum; Sterbefall; Tod; Todesfall; Jew; Jude; Jüdin; Juden; Berufsfreiheit; Nationalismus; Geschichtsschreibung; Außenpolitik; Finnland; Russland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01