Knowing History in Schools : : powerful knowledge and the powers of knowledge / / edited by Arthur Chapman.
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.
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| Place / Publishing House: | London : : UCL Press,, 2021. |
| Year of Publication: | 2021 |
| Language: | English |
| Physical Description: | 1 online resource (xviii, 267 pages) |
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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.