A Structural and Functional Differentiation of Knowledge for the History Curriculum
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| Title: | A Structural and Functional Differentiation of Knowledge for the History Curriculum |
|---|---|
| Language: | English |
| Authors: | Wouter Smets (ORCID |
| Source: | Journal of Curriculum Studies. 2025 57(4):495-506. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | History Instruction, Curriculum Development, Epistemology, Educational Objectives |
| DOI: | 10.1080/00220272.2025.2455687 |
| ISSN: | 0022-0272 1366-5839 |
| Abstract: | Which historical knowledge is worthwhile teaching? Over the last decades, this question has been answered differently by history scholars. In many Western countries, arguments to avoid Eurocentric and nationalistic curricula challenge the current selections of historical knowledge in the curriculum. Epistemology in history education also changed following the appreciation of historical thinking and reasoning. Yet most scholars agree that a certain basis of orientation knowledge is needed to achieve the key targets of the history curriculum. Consequently, it is difficult for curriculum developers to select knowledge for history teaching. The aim of this article is to scaffold curriculum developers' content selection by proposing guiding questions. It aggregates and elaborates theories of knowledge in the field of history education. Young and Muller's concept of powerful knowledge is applied to the subject of history teaching. Arguments for a structural differentiation of vertical and horizontal discourses are presented. Also, the functional aspect of history teaching is elaborated by relating three purposes of education to knowledge selection. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493554 |
| Database: | ERIC |
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| Abstract: | Which historical knowledge is worthwhile teaching? Over the last decades, this question has been answered differently by history scholars. In many Western countries, arguments to avoid Eurocentric and nationalistic curricula challenge the current selections of historical knowledge in the curriculum. Epistemology in history education also changed following the appreciation of historical thinking and reasoning. Yet most scholars agree that a certain basis of orientation knowledge is needed to achieve the key targets of the history curriculum. Consequently, it is difficult for curriculum developers to select knowledge for history teaching. The aim of this article is to scaffold curriculum developers' content selection by proposing guiding questions. It aggregates and elaborates theories of knowledge in the field of history education. Young and Muller's concept of powerful knowledge is applied to the subject of history teaching. Arguments for a structural differentiation of vertical and horizontal discourses are presented. Also, the functional aspect of history teaching is elaborated by relating three purposes of education to knowledge selection. |
|---|---|
| ISSN: | 0022-0272 1366-5839 |
| DOI: | 10.1080/00220272.2025.2455687 |
