Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects

• Published in: Journal of curriculum studies Vol. 55; no. 2; pp. 119 - 137
• Main Authors: Hudson, Brian, Gericke, Niklas, Olin-Scheller, Christina, Stolare, Martin
• Format: Journal Article
• Language: English
• Published: London Routledge 04.03.2023; Taylor & Francis Ltd
• Subjects: Academic disciplines; Biologi; Biological Sciences; Biology; Classification; Comparative Literature; Curriculum Development; Educational Games; Educational Policy; Educational Work; epistemic quality; Epistemology; Higher Education; Historia; History; Intellectual Disciplines; Knowledge; Knowledge Level; Language; Literature; Litteraturvetenskap; Mathematics; Pedagogical Content Knowledge; Pedagogiskt arbete; Physical Sciences; Powerful knowledge; powerful professional knowledge; Social Sciences; Specialization; subject-specific educational content knowledge (SSECK); Teacher education; Teacher Improvement; transformation; Transformative Learning
• DOI: 10.1080/00220272.2023.2182164
• ISSN: 0022-0272; 1366-5839

This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of 'powerful knowledge' and 'transformation' and 'epistemic quality' within which transformation processes from the classroom to the societal level are considered as 'trajectories of powerful knowledge and epistemic quality'. The framework is used to analyse the findings from recent empirical studies across school subjects that have been reported on in publications arising from the Knowledge and Quality across School Subjects and Teacher Education (KOSS) network. 1 The paper then focuses on analysing the transformations from disciplines across school subjects, given that the first boundary in defining powerful knowledge concerns knowledge that is specialized in both how it is produced and transmitted. To analyse this boundary, the findings from the empirical studies are grouped into broad subject categories. These are then compared with the corresponding disciplines by using the widely cited Biglan classification scheme of academic disciplines in higher education. Finally, we consider the implications for curriculum planning and teacher education policy and reflect on the concept of subject-specific educational content knowledge (SSECK).