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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.

            Content

            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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