A dialogue among leading figures in history education research and practice.

The “knowledge turn” in curriculum studies has drawn attention to the central role that the knowledge of the disciplines plays in education and the need for fresh perspectives on knowledge-building. Knowing History in Schools explores these issues in the context of the discipline of history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. Focusing on Young’s “powerful knowledge” theorization of the curriculum, and on his more recent articulations of the “powers” of knowledge, this dialogue explores the many complexities facing history education. The book attempts to clarify how educators can best conceptualize knowledge-building in history education, and it will be of interest to history education students, history teachers, teacher educators, and history curriculum designers, as they navigate the challenges that knowledge-building processes pose for learning history in schools.