Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Powerful knowledge, intercultural learning and history education
Karlstad University, Faculty of Arts and Social Sciences (starting 2013). (Centrum för de samhällsvetenskapliga ämnenas didaktik)ORCID iD: 0000-0003-1168-8608
2017 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. Published online: 26 Apr 2017, 1-20 p.Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
London: Taylor & Francis Group, 2017. Vol. Published online: 26 Apr 2017, 1-20 p.
Keyword [en]
Powerful knowledge, intercultural learning, history, historical consciousness, curriculum
National Category
Educational Sciences
Research subject
History
Identifiers
URN: urn:nbn:se:kau:diva-48497DOI: 10.1080/00220272.2017.1320430OAI: oai:DiVA.org:kau-48497DiVA: diva2:1093411
Projects
Historieundervisningens processer i det mångkulturella Sverige
Funder
Swedish Research Council, 721-2009-6095
Available from: 2017-05-05 Created: 2017-05-05 Last updated: 2017-05-05

Open Access in DiVA

No full text

Other links

Publisher's full texthttp://www.tandfonline.com/doi/full/10.1080/00220272.2017.1320430

Search in DiVA

By author/editor
Nordgren, Kenneth
By organisation
Faculty of Arts and Social Sciences (starting 2013)
In the same journal
Journal of Curriculum Studies
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 2 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf