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Researching powerful knowledge and epistemic quality across school subjects
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013). (SMEER)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, GBR.ORCID iD: 0000-0001-5457-6513
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013). (CSL, ROSE)ORCID iD: 0000-0002-2872-4102
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). (CSD, ROSE)ORCID iD: 0000-0002-9606-1961
2022 (English)In: International Perspectives on Knowledge and Curriculum: Epistemic Quality Across School Subjects / [ed] Brian Hudson; Niklas Gericke; Christina Olin-Scheller; Martin Stolare, London: Bloomsbury Academic, 2022, 1, p. 1-16Chapter in book (Refereed)
Abstract [en]

Niklas Gericke Brian Hudson Christina Olin-Scheller Martin Stolare Knowledge building in schools can be a transformative and empowering process, transforming pupils’ capacities, sense of self-efficacy and agency, while also acting as a powerful engine of social justice and social transformation (Muller 2016) . Still, knowledge building is notorious for sometimes being a dry and inert process that makes little difference to pupils’ lives and entrenches social inequality (Young and Muller 2010) . This book aims to develop understanding of how educators and education systems can ensure that school-based knowledge building reaches its transformative potential. In so doing, it draws on the concepts ‘powerful knowledge’ and ‘epistemic quality’ to help understand knowledge building’s qualities when it is effective and empowering, and how educational processes can build and develop these characteristics. The underlying research studies focus on the ways in which knowledge itself is transformed as it is re-contextualized at the individual,...

Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2022, 1. p. 1-16
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Educational Work; Biology; Comparative Literature; History
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URN: urn:nbn:se:kau:diva-89940DOI: 10.5040/9781350167124.ch-001ISBN: 978-1-3501-6709-4 (print)ISBN: 978-1-3501-6712-4 (electronic)ISBN: 978-1-3501-6710-0 (electronic)OAI: oai:DiVA.org:kau-89940DiVA, id: diva2:1661006
Available from: 2022-05-25 Created: 2022-05-25 Last updated: 2022-09-08Bibliographically 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)Department of Language, Literature and Intercultural Studies (from 2013)Department of Political, Historical, Religious and Cultural Studies (from 2013)
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