Powerful Knowledge, Intercultural Learning and History Education

Autor/in	Nordgren, Kenneth
Titel	Powerful Knowledge, Intercultural Learning and History Education
Quelle	In: Journal of Curriculum Studies, 49 (2017) 5, S.663-682 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nordgren, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2017.1320430
Schlagwörter	Cultural Awareness; History Instruction; Teaching Methods; Multicultural Education; Epistemology; Curriculum Design; Socialization; Educational Policy; Guidelines; Political Influences; Course Content + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Erkenntnistheorie; Lehrplangestaltung; Socialisation; Sozialisation; Politics of education; Bildungspolitik; Richtlinien; Political influence; Politischer Einfluss; Kursprogramm
Abstract	This article theorizes on the role of school subjects, especially history, in multicultural and intercultural education, arguing that to ensure intercultural learning there is a need to integrate these curricular intentions in subject teaching. However, the epistemological reorganization that such integration involves will challenge both a traditional structured content knowledge, and the multicultural research focused on deconstructing these traditions. This article investigates Michael Young's concept of "powerful knowledge" as a way to incorporate knowledge in the discourses of intercultural education. While proponents of the intercultural perspective emphasise educational policies and socialisation, advocates of powerful knowledge tend to dismiss such political interference. In order to use powerful knowledge in this context the concept is reconceptualised by relating it to curriculum theory and Gert Biesta's conceptual distinction between educational purposes. Finally, this intersection is pursued through the example of history education. When acknowledging that societal needs, policy and disciplinary boundaries are interrelated, the perspective of "powerful knowledge" can bring the potential of subject knowledge to intercultural research, and thus prove useful in identifying the guidelines necessary to develop History as a contemporary relevant subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01