rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Knowing history in schools
    sub title: powerful knowledge and the powers of knowledge
  name:
    name part: JSTOR (Organization)
  type of resource: text
  genre: Electronic books.
  origin info:
    place:
      place term: enk
    date issued: 2021
    copyright date: 2021
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (xviii, 267 pages)
  abstract: Knowing History in Schools explores how we can best understand knowledge-building in history education and aims to navigate the challenges that knowledge-building processes pose for learning history in schools.
  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.
  table of contents: 1 Introduction: Historical Knowing and the 'Knowledge Turn' -- 2 How Helpful is the Theory of Powerful Knowledge for History Educators? -- 3 Inferentialism in History Education: Locating the 'Power' and the 'Knowledge' by Thinking About what it is for a Concept to have Meaning in the First Place -- 4 Powerful Knowledge Building and Conceptual Change Research: Learning from Research on 'Historical Accounts' in England and Cyprus -- 5 Disciplinary Knowledge Denied? -- 6 The Power of Knowledge: The Impact on History Teachers of Sustained Subject-Rich Professional Development -- 7 Two Concepts of Power: Knowledge (Re)production in English History Education Discourse -- 8 Powerful Knowledge for What? History Education and 45-Degree Discourse -- 9 Ka Mura, Ka Muri [Look to the Past to Inform the Future]: Disciplinary History, Cultural Responsiveness and Māori Perspectives of the Past -- 10 The Stories We Tell Ourselves: History Teaching, Powerful Knowledge and the Importance of Context -- 11 Powerful Knowledge or the Powers of Knowledge: A Dialogue with History Educators
  note: edited by Arthur Chapman.
  subject:
    topic: History
    topic: Study and teaching
  subject:
    topic: Knowledge, Theory of
  subject:
    topic: Education
  subject:
    topic: Knowledge, Theory of
  subject:
    topic: Education
  subject:
    topic: History
    topic: Study and teaching
  classification: LB1581 .K65 2021
  classification: 372.89
  related item:
    identifier: (OCoLC)1182576008
  related item:
    title info:
      title: Knowledge and the curriculum
  identifier: 9781787357334
  identifier: 1787357333
  identifier: 9781787357303
  identifier: 1787357309
  identifier: 1787357325
  identifier: 9781787357327
  identifier: 9781787357310
  identifier: 9781787357341
  identifier: 1787357341
  identifier: 22573/ctv14tn9m6 JSTOR
  identifier: https://www.jstor.org/stable/10.2307/j.ctv14t477t
  record info:
    record content source: YDX
    record creation date: 210107
    record change date: 20220105170823.0
    record identifier: in00004360452
    language of cataloging:
      language term: eng