Trajectories of powerful knowledge and epistemic quality

Analysing the transformations from disciplines across school subjects

Datos Bibliográficos

ID21345803
AutoresBrian Hudson (0000-0001-5457-6513, University of Sussex, autor de correspondencia), Niklas Gericke (0000-0001-8735-2102, Karlstad University), Christina Olin‐Scheller (0000-0002-2872-4102, Literature and Intercultural Studies, Karlstad University, Karlstad, Sweden), Martin Stolare (0000-0002-9606-1961, Political, Historical, Religious & Cultural Studs, Karlstad University, Karlstad, Sweden)
Año2023
Volumen55
Número2
Páginas119-137
Fecha de publicación2023-03-04
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Curriculum Studies (JOURNAL)
Identificadores de la revistaISSN: 0022-0272 • E-ISSN: 1366-5839
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00220272.2023.2182164
OpenAlexW4322502817
IdiomaEN
Citas recibidas29
Referencias citadas46

This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of ‘powerful knowledge’ and ‘transformation’ and ‘epistemic quality’ within which transformation processes from the classroom to the societal level are considered as ‘trajectories of powerful knowledge and epistemic quality’. The framework is used to analyse the findings from recent empirical studies across school subjects that have been reported on in publications arising from the Knowledge and Quality across School Subjects and Teacher Education (KOSS) network.1 The paper then focuses on analysing the transformations from disciplines across school subjects, given that the first boundary in defining powerful knowledge concerns knowledge that is specialized in both how it is produced and transmitted. To analyse this boundary, the findings from the empirical studies are grouped into broad subject categories. These are then compared with the corresponding disciplines by using the widely cited Biglan classification scheme of academic disciplines in higher education. Finally, we consider the implications for curriculum planning and teacher education policy and reflect on the concept of subject-specific educational content knowledge (SSECK)

Curriculum · Discipline · Empirical research · Epistemology · Mathematics education · Pedagogy · Process (computing) · Quality (philosophy) · Social science · Sociology · Subject (documents) · Computer Science · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Psychology

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