{"product_id":"international-perspectives-on-knowledge-and-curriculum-9781350167094","title":"International Perspectives on Knowledge and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDrawing on the idea of powerful knowledge, this book interrogates the epistemic quality of education in schools, in terms of what students are expected to know, make sense of and be able to do through the curriculum. In doing so the authors acknowledge the significance of transformation processes through which specialized knowledge, developed in subject disciplines, is reshaped and re-presented in educational environments. Moving beyond the narrow knowledge vs skills debate of the 20th century, the authors look at how we might democratise and open up access to ''knowledge of the powerful'' for all through the school curriculum. Arising from the work of the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), this book draws on studies conducted in a range of national contexts, including from Finland, France, Germany, Norway, Sweden and the UK, and considers the implications for curriculum innovation at poli\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe past decade has seen a growing interest in the idea of ‘powerful knowledge’, but what this looks like in practice is not always clear. Brian Hudson and colleagues have significantly advanced our collective understanding with a collection that uses the framework of didactics to explore ideas of epistemic access and transformation. This book takes the debate about knowledge and curriculum to a new level. * John Morgan, Professor, University of Auckland, New Zealand *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Illustrations List of Contributors Preface Foreword Acknowledgements  Foreword, \u003ci\u003eDavid Lambert (University College London, UK)\u003c\/i\u003e  1. Researching Powerful Knowledge and Epistemic Quality across School Subjects, Niklas Gericke, \u003ci\u003eBrian Hudson, Christina Olin-Scheller and Martin Stolare (Karlstad University, Sweden)\u003c\/i\u003e  2. Evaluating Epistemic Quality in Primary School Mathematics in Scotland, \u003ci\u003eBrian Hudson (Karlstad University, Sweden, and University of Sussex, UK)\u003c\/i\u003e  3. Epistemic Quality of Physical Education in a High School in France, \u003ci\u003eMonique Loquet (Rennes 2 University, France), Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) and Anke Wegner (University of Trier, Germany)\u003c\/i\u003e  4. Epistemic Quality of Language Learning in a Primary Classroom in Germany, \u003ci\u003eAnke Wegner (University of Trier, Germany), Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) and Monique Loquet (Rennes 2 University, France)\u003c\/i\u003e  5. Powerful Knowledge of Language and Migration in Norwegian and Swedish Textbooks\u003ci\u003e, Birgitta Ljung Egeland (Karlstad University, Sweden) and Lise Iversen Kulbrandstad (Inland Norway University of Applied Sciences, Norway)\u003c\/i\u003e  6. Powerful Reading and Epistemic Quality in First Language and Literature Education, \u003ci\u003eSatu Grünthal, Pirjo Hiidenmaa and Liisa Tainio (University of Helsinki, Finland) \u003c\/i\u003e  7. Teaching Practices in Transformation in Connected Social Science Swedish Classrooms, Marie Nilsberth, Christina Olin-Scheller and Martin Kristiansson \u003ci\u003e(Karlstad University, Sweden)\u003c\/i\u003e  8. Epistemic Quality in the Intended Mathematics Curriculum and Implications for Policy, \u003ci\u003eJennie Golding (UCL Institute of Education, University College London, UK)\u003c\/i\u003e  9. A Material-Dialogic Perspective on Powerful Knowledge and Matter within a Science Classroom, \u003ci\u003eMark Hardman (UCL Institute of Education, University College London, UK), John-Paul Riordan (University of Canterbury, UK) and Lindsay Hetherington (University of Exeter, UK)\u003c\/i\u003e  10. Investigating the Nature of Powerful Knowledge and Epistemic Quality in Education for Sustainable Development, \u003ci\u003ePer Sund (Stockholm University, Sweden) and Niklas Gericke (Karlstad University, Sweden)\u003c\/i\u003e  11. Trajectories of Epistemic Quality and Powerful Knowledge across School Subjects, \u003ci\u003eNiklas Gericke, Brian Hudson, Christina Olin-Scheller and Martin Stolare (Karlstad University, Sweden)\u003c\/i\u003e  References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":51039330992471,"sku":"9781350167094","price":90.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350167094.jpg?v=1750943345","url":"https:\/\/bookcurl.com\/products\/international-perspectives-on-knowledge-and-curriculum-9781350167094","provider":"Book Curl","version":"1.0","type":"link"}