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Crossing curricular boundaries for powerful knowledge.
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- Author(s): Niemelä, Mikko A.
- Source:
Curriculum Journal. Jun2021, Vol. 32 Issue 2, p359-375. 17p. - Source:
- Additional Information
- Subject Terms:
- Abstract: This paper makes a theoretical contribution to the discussion of powerful knowledge in education. The major claim is that curriculum integration can structure knowledge for a coherent curriculum and thus, support the idea of powerful knowledge. The mainstream understanding of curriculum integration promotes it as a pedagogical arrangement and views school subjects as being guilty of fragmenting students' experience. Leaning on empirical evidence, this paper argues that the question of integration cannot be left to teachers and students alone; rather, it is crucial to design a coherent written curriculum that supports the teaching‐studying‐learning process with an appropriately differentiated and integrated structure for school subjects. Alternatives for subject design and knowledge‐based curriculum integration with the potential for developing powerful knowledge are presented. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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