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- Carlgren, Ingrid
(författare)
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Powerful knowns and powerful knowings
- 2020
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Ingår i: Journal of Curriculum Studies. - : Informa UK Limited. - 0022-0272 .- 1366-5839. ; 52:3, s. 323-336
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Tidskriftsartikel (refereegranskat)abstract
- The idea of powerful knowledge as a curriculum principle has led to extensive discussion. It has been framed as a way of bringing knowledge back into curriculum thinking in the light if its absence in curriculum theory. However, questions have been raised regarding powerful knowledge as a knowledge-based curriculum principle; questions about difficulties in converting it into curriculum content, as well as putting knowledge-as-an-end-in-itself above educational aims. The focus of this article is on how powerful knowledge can be conceived of as capacity-building curriculum content, as well as how this is related to the epistemological underpinning of the idea of powerful knowledge. Knowing as the capacity-building aspect of powerful knowledge is highlighted as is a widening of the concept of knowledge to also include tacit aspects in what counts as knowledge. Through revisiting Paul Hirst's forms of knowledge as well as his practice turn, I argue that Hirst became stuck in a tension similar to Michael Young and Johan Muller. By a shift of focus from powerful knowns to powerful knowings the tension between a knowledge and practice-based view of the curriculum can be dissolved.
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Ämneslärarens arbete : didaktiska perspektiv
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Ämneslärarens arbete didaktiska perspektiv är en grundbok som i första hand riktar sig till blivande ämneslärare, men kan med fördel även läsas av verksamma lärare. Boken behandlar den utbildningsvetenskapliga kärnans alla delar.
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