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Knowing History in Schools: Powerful Knowledge and the Powers of Knowledge
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.
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.
284 pages, Paperback
Published August 15, 2021
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February 11, 2025
A varied and informative set of essays, engaging with Michael Young's concept of 'powerful knowledge' to debates within History teaching. Arthur Chapman's introduction outlines the context of the debate well. Alison Kitson develops this further in relation to History teaching, and Catherine McCrory writes well on inferentialism. I got the most out of Joe Smith and Darius Jackson's contrasting of traditional and radical social realist approaches, and I found their preference for the latter very convincing. Nick Dennis also made important points about historical silences and decolonising the history classroom, for example in recovering the insights of the supplementary schools set up by Caribbean parents. And Young's final chapter picked up some of the threads weaved earlier productively.
Displaying 1 of 1 review