Powerful knowledge, intercultural learning and history education

Abstract

This article theorizes on the role of school subjects, especially history, in multicultural and intercultural education, arguing that to ensure intercultural learning there is a need to integrate these curricular intentions in subject teaching. However, the epistemological reorganization that such integration involves will challenge both a traditional structured content knowledge, and the multicultural research focused on deconstructing these traditions. This article investigates Michael Young’s concept of ‘powerful knowledge’ as a way to incorporate knowledge in the discourses of intercultural education. While proponents of the intercultural perspective emphasise educational policies and socialisation, advocates of powerful knowledge tend to dismiss such political interference. In order to use powerful knowledge in this context the concept is reconceptualised by relating it to curriculum theory and Gert Biesta’s conceptual distinction between educational purposes. Finally, this intersection is pursued through the example of history education. When acknowledging that societal needs, policy and disciplinary boundaries are interrelated, the perspective of ‘powerful knowledge’ can bring the potential of subject knowledge to intercultural research, and thus prove useful in identifying the guidelines necessary to develop History as a contemporary relevant subject.

Keywords:

• Powerful knowledge
• intercultural learning
• history
• historical consciousness
• curriculum

Notes

1. Sandahl (2015) has used the model to reason about how Social science reasons with the goal of education.

2. For a systematic discussion on historical intercultural learning see Nordgren and Johansson (2015), where a framework is developed by combining the theory of historical consciousness (Rüsen, 1989, 2005) with theories about intercultural competence (Alred et al., 2006).