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The Curriculum Journal Volume 30, 2019 - Issue 2: After the knowledge turn? Politics and pedagogy
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Original Articles

What is powerful knowledge in school history? Learning from the South African and Rwandan school curriculum documents

Carol BertramSchool of Education, University of KwaZulu-Natal, Pietermaritzburg, South AfricaCorrespondence[email protected]
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Pages 125-143 | Received 06 Jun 2018, Accepted 17 Nov 2018, Published online: 11 Jan 2019

Citations (8)

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Read on this site (3)

Jim Hordern. (2022) Powerful knowledge and knowledgeable practice. Journal of Curriculum Studies 54:2, pages 196-209.
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Petteri Hansen & Mikko Puustinen. (2021) Rethinking society and knowledge in Finnish social studies textbooks. Journal of Curriculum Studies 53:6, pages 857-873.
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Mikko Puustinen & Amna Khawaja. (2021) Envisaging the alternatives: from knowledge of the powerful to powerful knowledge in history classrooms. Journal of Curriculum Studies 53:1, pages 16-31.
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Articles from other publishers (5)

Amna Khawaja & Mikko Puustinen. (2022) Recontextualising history in primary school: discourses in the classroom. History Education Research Journal 19:1.
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Carol Bertram. (2022) Reflecting on the nature of Curriculum Inquiry in South Africa 2010 –2021. Curriculum Perspectives 42:1, pages 71-76.
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Devika Naidoo. (2021) Deep learning opportunities in the geography classroom. South African Journal of Education 41:2, pages 1-10.
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Lovemore Sibanda & Sylvan Blignaut. (2020) Implementing a new History curriculum: the Zimbabwean experience. Curriculum Perspectives 40:2, pages 147-157.
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Stavroula Philippou. 2020. The Palgrave Handbook of History and Social Studies Education. The Palgrave Handbook of History and Social Studies Education 439 469 .

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