Abstract
In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.
Highlights
From the perspective of subject didactic research, which we refer to as ‘research on subject specific education’, we outline an empirical research framework that builds on the concepts of powerful knowledge and transformation across school subjects
The term ‘research on subject specific education’ (ROSE) was the one selected by Karlstad University to communicate and frame the interdisciplinary research area of subject didactics
As seen from the quotes above, powerful knowledge is defined as ‘knowledge of the powerful’, that is, it has the capacity to empower students. It is in the light of this latter perspective that we suggest in this article that the concept should be developed into a more flexible idea that can take on different meanings in different contexts or situations, by relating powerful knowledge to the concept of transformation
Summary
From the perspective of subject didactic research, which we refer to as ‘research on subject specific education’, we outline an empirical research framework that builds on the concepts of powerful knowledge and transformation across school subjects. We develop the concept of powerful knowledge by refuting the dichotomization suggested by Young (2015b: 104) that curriculum (‘what to teach’) can be separated from pedagogy (‘how to teach’) Instead, we view these two questions as interrelated in didactical research. We suggest an expansion of the concept of powerful knowledge by using the analytical concept of transformation as a key concept in describing powerful knowledge in different disciplines, institutions and school subjects The reason for this is that the concept of transformation takes into consideration the didactization of disciplinary knowledge, that is, how it is transformed into something that is teachable and relevant for students. We will relate the two key concepts to each other and propose some important areas for empirical research as part of a research framework for future studies
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