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ERIC Number: EJ1221317
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1911
EISSN: N/A
Historical Knowledge in a Knowledge Economy -- What Types of Knowledge Matter?
Harris, Richard; Ormond, Barbara
Educational Review, v71 n5 p564-580 2019
This article examines the potential of history as a subject to contribute to a "knowledge economy". Global trends in curricula reforms have often emphasised generic competences and development of students' critical thinking to benefit the future economic position of citizens and nations. However, viewing knowledge in these terms presents a reductive view, particularly given that there is no clear definition of the nature of the knowledge which could or should be universally deployed in the pursuit of a "knowledge economy". This paper presents an argument that a focus on "powerful" disciplinary knowledge and "valuable" frameworks of knowledge in areas such as history education, rather than generic competences and skills, would better serve a knowledge economy. Drawing on two empirical studies from England and New Zealand, which present different policy contexts, the paper explores the extent to which the potential of history education is being realised to develop such powerful and valuable knowledge. The data reveal similar patterns in both contexts; despite the history teachers in both countries sharing a disciplinary understanding of the subject this is not comprehensively reflected in the curricula they construct, and there are few attempts to create coherent frameworks of knowledge. This suggests that the opportunities for history education to support the development of a knowledge economy have not been fully realised and exploited.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); New Zealand
Grant or Contract Numbers: N/A