LEADER 02332nam 2200361 n 450 001 9910512204303321 005 20230510165558.0 035 $a(CKB)5590000000630794 035 $a(NjHacI)995590000000630794 035 $a(EXLCZ)995590000000630794 100 $a20230510d2021 uu 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aKnowing History in Schools $epowerful knowledge and the powers of knowledge /$fedited by Arthur Chapman 210 1$aLondon :$cUCL Press,$d2021. 215 $a1 online resource (xviii, 267 pages) 311 $a1-78735-734-1 327 $a1 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 Ma?ori 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. 330 $aKnowing 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. 517 $aKnowing History in Schools 606 $aKnowledge, Theory of 615 0$aKnowledge, Theory of. 676 $a121 702 $aChapman$b Arthur 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910512204303321 996 $aKnowing history in schools$92921111 997 $aUNINA