Editorial

3 pages, 176 KiB

Open AccessEditorial

Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach—Introduction

by Olof Franck and Christina Osbeck

Soc. Sci. 2023, 12(12), 689; https://doi.org/10.3390/socsci12120689 - 18 Dec 2023

Viewed by 888

Issues relating to the design of knowledge-based teaching in social studies subjects are always topical and it is important to discuss them in light of both research and pedagogical practice [...] Full article

(This article belongs to the Special Issue Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach)

Research

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8 pages, 248 KiB

Open AccessArticle

Powerful Knowledge in Religious Education—Questions of Epistemology and Subject Literacy in Democratic and Inclusive Educational Contexts

by Bodil Liljefors Persson

Soc. Sci. 2023, 12(12), 642; https://doi.org/10.3390/socsci12120642 - 21 Nov 2023

Cited by 1 | Viewed by 1453

Abstract

In this article, the focus is to grasp ongoing discussions regarding powerful knowledge in relation to social sciences in a broader sense, but especially in relation to religious education. Discussions around norms and values are central in classrooms where both multireligiousness and secularity [...] Read more.

In this article, the focus is to grasp ongoing discussions regarding powerful knowledge in relation to social sciences in a broader sense, but especially in relation to religious education. Discussions around norms and values are central in classrooms where both multireligiousness and secularity characterize students’ everyday life and where students constantly move between different multicultural contexts. It is the aim of this contribution to explore the ongoing discussions relating powerful knowledge in RE to existential questions and controversial issues. One way for teachers to work with these goals is to focus partly on subject literacy and on powerful knowledge in relation to inclusive teaching, and partly on subject content where core value issues are expressed together with existential and controversial questions. This will be discussed and explored in this contribution focusing on powerful knowledge and epistemology in social science, and especially in the school subject of religious education. Full article

(This article belongs to the Special Issue Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach)

16 pages, 276 KiB

Open AccessArticle

Powerful Knowledge as a Conceptual Frame for Teaching Controversial Issues in Ethics and Values Education in Social Studies Subjects

by Olof Franck

Soc. Sci. 2023, 12(11), 619; https://doi.org/10.3390/socsci12110619 - 08 Nov 2023

Cited by 1 | Viewed by 1136

Abstract

Much has recently been written about how teaching on “controversial issues” may be designed and developed in accordance with various pedagogical and didactic guidelines and based on a democratic ethos. In this article, I develop an analysis of the theoretical prerequisites for a [...] Read more.

Much has recently been written about how teaching on “controversial issues” may be designed and developed in accordance with various pedagogical and didactic guidelines and based on a democratic ethos. In this article, I develop an analysis of the theoretical prerequisites for a tenable and solid teaching on controversial ethical issues in social-studies subjects. With reference to Diana Hess’s research, which identifies four pedagogical strategies in teaching on controversial issues in a general sense, I critically examine how these strategies can be conceived in a context where ethics and values education are taught in school. I make a claim for the importance of exploring an ethical meta-language for the establishment of a theoretical framework, defined with regard to the concept of powerful knowledge, where teachers may find support for teaching on controversial ethical issues. This claim is supported by a critical discussion of Michael Hand’s well-known defence of the “epistemic criterion”. Full article

(This article belongs to the Special Issue Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach)

10 pages, 286 KiB

Open AccessArticle

School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis

by Sally Windsor and Jeana Kriewaldt

Soc. Sci. 2023, 12(11), 585; https://doi.org/10.3390/socsci12110585 - 24 Oct 2023

Cited by 1 | Viewed by 1111

Abstract

In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching programmes for students to extend their knowledge and actions for a sustainable future. We argue [...] Read more.

In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching programmes for students to extend their knowledge and actions for a sustainable future. We argue that geography education uniquely opens up opportunities for action with its focus on place-based, sensory and multimedia experiences, that centre on students’ schools and their communities. This article posits that, although important, merely identifying geographical powerful knowledge is not enough, teachers must also incorporate geographical “powerful pedagogies”. Geography, as a discipline, holds a critical role when it comes to sustainability and education for the future as it makes the links between people and the environment clearly visible. Yet for Geography to be a discipline that empowers students to navigate their current and future life-worlds, it must encompass action through fieldwork and incorporate dialogue between students, teachers, experts and the public that focus on perspectives and possibilities for praxis—action for the good of humankind. This article situates geography education in the powerful knowledge debate by offering a new synthesis of theories connecting curriculum, practice architectures and praxis/action for the future. Full article

(This article belongs to the Special Issue Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach)

10 pages, 249 KiB

Open AccessArticle

Important Perspectives and Concepts to Teach in Ethics Education

by Annika Lilja

Soc. Sci. 2023, 12(10), 582; https://doi.org/10.3390/socsci12100582 - 22 Oct 2023

Cited by 1 | Viewed by 949

Abstract

In the field of ethics, which is a part of the subject religious education (RE) in Sweden, there is still insufficient research related to powerful knowledge. The aim of this article is to contribute knowledge to the field by examining what teachers see [...] Read more.

In the field of ethics, which is a part of the subject religious education (RE) in Sweden, there is still insufficient research related to powerful knowledge. The aim of this article is to contribute knowledge to the field by examining what teachers see as important perspectives and concepts in ethics education. To fulfil this aim, eight teachers in Swedish compulsory schools have been interviewed about central perspectives and concepts related to their teaching in ethics. The results show that the interviewed teachers emphasize three perspectives which concern: (1) society locally and globally, (2) different ethical dilemmas and (3) the students’ experiences in school and at home. The teachers also believe that certain concepts are needed for students to understand what a democratic society means, to succeed in subsequent stages of education and to understand their own lives. The teachers’ descriptions of what they view as important perspectives and concepts relate to knowledge that has power and potential for social justice. They want to prepare and engage their students in relation to questions that they may face both now and in their futures. Full article

(This article belongs to the Special Issue Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach)

10 pages, 283 KiB

Open AccessArticle

Knowing and the Known: A Philosophical and Pedagogical Critique on the Concept of ‘Powerful Knowledge’

by Siebren Miedema

Soc. Sci. 2023, 12(10), 578; https://doi.org/10.3390/socsci12100578 - 18 Oct 2023

Cited by 1 | Viewed by 1216

Abstract

It is remarkable how the popularity of the concept of ‘powerful knowledge’ has increased during the last decade in academic circles and among politicians, too. This is especially the case when the issue of the place and function of knowledge in the curriculum [...] Read more.

It is remarkable how the popularity of the concept of ‘powerful knowledge’ has increased during the last decade in academic circles and among politicians, too. This is especially the case when the issue of the place and function of knowledge in the curriculum is addressed. A strong impetus for the increased attention paid to this concept of knowledge came from the writings of Michael Young and Johan Muller. Based on his own critical-hermeneutical-pragmatist-and-(neo-)Vygotskian-inspired philosophy of education and philosophy of science as his ‘Vorverständnis’ (Gadamer), but also based on the recent criticism articulated by the philosophers of education John White and Ingrid Carlgren and educational theorist Gert Biesta, the author shows the philosophical, pedagogical and didactical inadequacy of this concept. The author is criticizing the philosophical and pedagogical presuppositions of Young and Muller’s stance in propagating their core concept of ‘powerful knowledge’ as it is grounded in a social realist view and the way this concept has been used in educational studies by others. It is the author’s conviction that the concept of ‘powerful knowledge’ and the underlying social realist paradigm are incompatible and even incommensurable (in a Kuhnian sense of the terms) with sociocultural and pragmatist paradigms. It is, in his view, theoretically and conceptually confusing when authors who work along the lines of these paradigms are trying to complement these with the concept of ‘powerful knowledge’ along the lines of social realism as outlined by Young and Muller. Let us stick to knowing and the known as a theoretical conceptualization of ‘knowledge’. Full article

(This article belongs to the Special Issue Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach)

12 pages, 257 KiB

Open AccessArticle

Learning about What? Non-Confessional Religious Education after the Dissolution of the Binary Categories ‘Religion’ and ‘Secular’

by Peder Thalén

Soc. Sci. 2023, 12(10), 573; https://doi.org/10.3390/socsci12100573 - 13 Oct 2023

Cited by 1 | Viewed by 997

Abstract

The binary division between ‘religion’ and ‘secular’ as an analytical tool has long been criticised within the research field of ‘critical religion’ in religious studies. There has also been a parallel critique in the academic discussion about post-secularity. Recently, sociologists have picked up [...] Read more.

The binary division between ‘religion’ and ‘secular’ as an analytical tool has long been criticised within the research field of ‘critical religion’ in religious studies. There has also been a parallel critique in the academic discussion about post-secularity. Recently, sociologists have picked up and deepened this criticism, as expressed in Mitsutoshi Horii’s book ‘Religion’ and ‘Secular’ Categories in Sociology: Decolonizing the Modern Myth (2021). Based on a critical processing of Horii’s application to sociology, the aim of this article is to discuss the challenges for non-confessional religious education (RE) that the ongoing dismantling of this binary division entails. In particular, it looks at how a non-confessional RE could be designed that transcends the binary division and how powerful knowledge could be understood in a non-binary context. Full article

(This article belongs to the Special Issue Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach)

13 pages, 330 KiB

Open AccessArticle

Can Powerful Knowledge Save Us? Critical Reflections through the Lens of Political Education

by Johan Sandahl and Mattias Björklund

Soc. Sci. 2023, 12(10), 556; https://doi.org/10.3390/socsci12100556 - 05 Oct 2023

Cited by 1 | Viewed by 1236

Abstract

In most Western democracies, there is an ongoing discussion on the role of education, particularly in times of increasingly polarized political views, leading to democratic erosion and social unrest. Citizens have been described as living in echo chambers, relying on, and often receiving, [...] Read more.

In most Western democracies, there is an ongoing discussion on the role of education, particularly in times of increasingly polarized political views, leading to democratic erosion and social unrest. Citizens have been described as living in echo chambers, relying on, and often receiving, information that confirms their own world views and political ideas. In this climate, education has been emphasized as an important antidote to provide students with knowledge, skills, attitudes and values to strengthen democracy and social cohesion. In most cases, this assignment is primarily tasked with subjects that can be considered political education, such as social studies, civics or social science education. However, there is no consensus on what kind of knowledge, skills, attitudes and values students need to fulfil a “good political education”. Historically, there has been a rift between advocates of progressive ideas such as political deliberation and those who favor an emphasis on disciplinary-based knowledge. The latter perspective has been, for some time now, highlighted in educational sciences through Michael Young’s concept of powerful knowledge, where knowledge from academic disciplines is emphasized in shaping youth into critical thinkers on social and political issues. This article critically examines the ideas of powerful knowledge and its potential for political education in secondary school. An important argument is that powerful knowledge, or disciplinary thinking, is necessary for a good political education but not sufficient in its own right. In order to deal with complex political issues, students need to be invited with their life-world perspectives. Full article

(This article belongs to the Special Issue Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach)

23 pages, 4093 KiB

Open AccessArticle

Powerful Knowledge and the 2017 Swedish National Test in Religious Education

by Klas Andersson, Mattias Börjesson and Kristoffer Larsson

Soc. Sci. 2023, 12(10), 533; https://doi.org/10.3390/socsci12100533 - 22 Sep 2023

Cited by 1 | Viewed by 943

Abstract

In the 21st century, there has been a recurring discussion about social realism in educational research: the idea that subject knowledge derived from academic disciplines should constitute the heart of the school curriculum. The argument is that this knowledge, because it is produced [...] Read more.

In the 21st century, there has been a recurring discussion about social realism in educational research: the idea that subject knowledge derived from academic disciplines should constitute the heart of the school curriculum. The argument is that this knowledge, because it is produced according to specific standards, is powerful knowledge, and has better claims to truth and is more valid than knowledge gained from students’ everyday experiences. Because of its validity and universality, this knowledge empowers the knower to transcend her or his everyday experiences and take part in society’s conversations, which are central goals of social studies education. The aim of this study is to identify in which ways aspects of powerful knowledge are manifested in the 2017 national test in RE. For the analysis, both items and students’ answers from the 2017 test are used. The focus with regard to the items is on whether the students are expected to demonstrate knowledge and abilities in relation to powerful knowledge. We also analyze the students’ answers to these items using the same framework. Full article

(This article belongs to the Special Issue Powerful Knowledge in Social Studies Subjects—Challenges and Possibilities: A Problematizing Approach)

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