A framework for curricular analysis of powerful knowledge
Comparing school biology in England, Finland and Sweden
Bibliographic Data
| ID | 21345697 |
|---|---|
| Authors | Niklas Gericke (0000-0001-8735-2102, Karlstad University, corresponding author), Stefano Tani (0000-0002-5418-8702, University of Helsinki), Emma Newall (0000-0003-2095-0196, University College London), Zongyi Deng (0000-0002-8068-382X, University College London) |
| Year | 2025 |
| Volume | 57 |
| Issue | 4 |
| Pages | 441-465 |
| Publication date | 2025-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220272.2025.2512323 |
| OpenAlex | W4410992874 |
| Language | EN |
| Citations received | 1 |
| References cited | 38 |
This study investigates and compares knowledge types in national curricula embedded in the curriculum tradition (England) and the didactic tradition (Finland and Sweden). In the study, we develop and operationalize a theoretical framework based on educational purposes (academic, citizenship and humanistic purposes) and knowledge categories (substantive, disciplinary, sociocultural applications, pedagogical considerations and student-psychological considerations). The framework is thus embedded in a didactical perspective on powerful knowledge and is used as an analytical lens in a quantitative content analysis, and a consecutive qualitative analysis providing ‘thick’ descriptions of the biology curricula for each country providing a contextual interpretation of the results. From the analysis, we can conclude that the curricula are different and identify different aspects of knowledge. The English curriculum mainly identifies the products and processes of biology to teach. The Finnish curriculum has a holistic approach connecting the products and processes of biology, with the teaching and learning process and how students should apply the knowledge in society. The Swedish curriculum could be described as a hybrid of the English and Finnish ones focusing on the products and processes of biology and how this knowledge can be applied in society. Implications for teaching and learning are discussed
Curriculum · Mathematics education · Pedagogy · Sociology · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Interdisciplinary Research and Collaboration · Psychology
How Schools Do Policy
The Content Analysis Guidebook
Learning Science, Learning about Science, Doing Science
Threshold concepts and troublesome knowledge (2)
Knowledge, power and powerful knowledge re‐visited
SAQ, SSI and STSE education
Scientific literacy
Trajectories of powerful knowledge and epistemic quality
Constructing ‘powerful’ curriculum theory
Restrained Teaching
Three Educational Scenarios for the Future
On the powers of powerful knowledge
Overcoming the crisis in curriculum theory
Education for democratic citizenship
The Interpretation of Cultures
Vertical and Horizontal Discourse
Disciplines and theory in the academic study of education
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |