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      Identifying powerful geographical knowledge in integrated curricula in Dutch schools

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          Abstract

          This article explores the usefulness of Maude's translation of Young's idea of powerful knowledge into geography education. Maude's classification of five types of powerful knowledge in geography education was used to analyse the written curriculum of the 'human and society' interdisciplinary domain in four schools in the Netherlands. The characterization appears to be useful in terms of painting a picture of what an integrated curriculum looks like from the perspective of powerful knowledge. The emphasis in the curricula is on learning geographical concepts that students might use to analyse phenomena (Type 2 knowledge). Remarkably little attention is paid to learning about places (Type 5), as a result of which the integrated curricula hardly contribute to a central aim of school geography, namely to build an extensive geographical world view.

          Author and article information

          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          15 November 2018
          : 16
          : 3
          : 445-459
          Article
          1474-8460(20181115)16:3L.445;1- s7.phd /ioep/clre/2018/00000016/00000003/art00007
          10.18546/LRE.16.3.07
          a25fe34e-de07-485e-a5af-d5ff00f4fa00
          Copyright @ 2018
          History
          Categories
          ARTICLES: KNOWLEDGE AND SUBJECT-SPECIALIST TEACHING

          Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
          THE NETHERLANDS,GEOGRAPHY EDUCATION,CURRICULUM INTEGRATION,LOWER SECONDARY EDUCATION,POWERFUL KNOWLEDGE

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