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Powerful knowledge, transformations and the need for empirical studies across school subjects
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).ORCID iD: 0000-0001-8735-2102
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). University of Sussex, UK.ORCID iD: 0000-0001-5457-6513
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).ORCID iD: 0000-0002-2872-4102
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).ORCID iD: 0000-0002-9606-1961
2018 (English)In: London Review of Education, ISSN 1474-8460, E-ISSN 1474-8479, Vol. 16, no 3, p. 428-444Article in journal (Refereed) Published
Abstract [en]

In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.

Place, publisher, year, edition, pages
London: UCL Press, 2018. Vol. 16, no 3, p. 428-444
Keywords [en]
Curriculum theory, powerful knowledge, school subjects, subject didactics, transformation
National Category
Didactics
Research subject
History; Educational Work; Education
Identifiers
URN: urn:nbn:se:kau:diva-69571DOI: 10.18546/LRE.16.3.06ISI: 000450052000006OAI: oai:DiVA.org:kau-69571DiVA, id: diva2:1255117
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ROSEAvailable from: 2018-10-11 Created: 2018-10-11 Last updated: 2019-07-09Bibliographically approved

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Gericke, NiklasHudson, BrianOlin-Scheller, ChristinaStolare, Martin

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Department of Environmental and Life Sciences (from 2013)Department of Educational Studies (from 2013)Center for Language and Literature in Education (from 2013)Department of Language, Literature and Intercultural Studies (from 2013)Centre for the Studies of Social Sciences Didactics (from 2013)
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London Review of Education
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