Powerful knowledge, intercultural learning and history education

2017 ◽  
Vol 49 (5) ◽  
pp. 663-682 ◽  
Author(s):  
Kenneth Nordgren
Keyword(s):  
History Education ◽  
Intercultural Learning ◽  
Powerful Knowledge

scholarly journals Opening or closing Pandora’s box? – Third-order concepts in history education for powerful knowledge

2021 ◽  
Vol 12 ◽  
pp. 245-263
Author(s):  
Fredrik Alvén
Keyword(s):  
History Education ◽  
Historical Narratives ◽  
Third Order ◽  
History Teaching ◽  
First Order ◽  
Contemporary World ◽  
Powerful Knowledge ◽  
Knowledge Claims

In this article, I introduce third-order concepts in the history teaching as a way to reach powerful knowledge. If we understand powerful knowledge as a means to give students a competence to understand the contemporary world, to help them to engage in society´s conversations and debates about itself, and to understand the grounds for accepting or rejecting knowledge claims, we must then help them to understand what ontology the discipline of history rests upon. Consequently, third-order concepts can help students as these concepts shed a light on what perception of reality the historical narratives and the first-order concepts build upon in the history classroom. However, at the end of the day, I have my doubts – what if we provide arguments for groups that have an anti-liberal and anti-democratic agenda?

scholarly journals The Purposes of History Education in the Context of “Flourishing Life”, “Powerful Knowledge” and Political Reconciliation

2021 ◽  
Vol 3 (1) ◽  
pp. 11-19
Author(s):  
Danilo Kovac
Keyword(s):  
Personal Autonomy ◽  
History Education ◽  
Political Reconciliation ◽  
Academic Knowledge ◽  
Teaching History ◽  
Content Selection ◽  
Post Conflict ◽  
Purpose Of Education ◽  
Powerful Knowledge ◽  
Individual Success

Stretching beyond its theoretical field, the debates about the purposes of history education are of great importance to curriculum writers and classroom practitioners. The content selection from a broad field of history is connected to what educators deem an overarching purpose of education. With this in mind, this paper aims to examine the purposes of teaching history against the background of the two general theories of education, namely – the theories of a flourishing life and powerful knowledge. While the theory of a flourishing life encourages the development of personal autonomy, allowing individuals to make successful choices, the theory of powerful knowledge examines the importance of traditional academic knowledge for individual success. The paper will also use the context of post-conflict societies, to reflect on the question of possible purposes of history education.

Rеflection Technology for Developing Pedagogical Competences in Intercultural Education Environments

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Rumyana Neminska
Keyword(s):  
Learning Environment ◽  
Ethnic Groups ◽  
Moral Dilemmas ◽  
Intercultural Education ◽  
Traditional Values ◽  
Intercultural Learning ◽  
Common Values ◽  
Exchange Program ◽  
Pedagogical Skills ◽  
Pedagogical Environment

The Faculty of Pedagogy at Trakia University prepares students from different ethnic groups and students who are a part of the Erasmus+ exchange program. This intercultural environment reveals the opportunities for establishing common values ​​in an intercultural learning environment through a broad intercommunication symbiosis. In an intercultural pedagogical interaction, students are given the opportunity to express their identity through the visualization of ideas, attitudes and thoughts. Art texts are used to introduce students to the traditional values ​​of the unknown ethnicity and nationality as well as solving moral dilemmas, breaking stereotypes about behavior and overcoming prejudices. By using a five-module multimedia construct, the pedagogical environment allows students, in addition to personally reflecting on a particular problem, to develop pedagogical skills to guide the process.

The Social Media Presence of Non-profit Organizations

2013 ◽  
Author(s):  
Shannon Lucky ◽  
Dinesh Rathi
Keyword(s):  
Social Media ◽  
Community Building ◽  
Non Profit ◽  
Media Technologies ◽  
Médias Sociaux ◽  
The Social ◽  
Powerful Knowledge ◽  
Social Media Presence ◽  
Non Profit Organizations ◽  
Medias Sociaux

Social media technologies have the potential to be powerful knowledge sharing and community building tools for both corporate and non-profit interests. This pilot study explores the social media presence of a group of forty-six Alberta-based non-profit organizations (NPOs) in this information rich space. In this paper we look at the pattern of presence of NPOs using social media and relationships with staffing structures.Les médias sociaux ont la capacité d’être de puissants outils de partage de la connaissance et de rassemblement communautaire pour les organisations à but lucratif et sans but lucratif. Cette étude pilote explore la présence dans les médias sociaux d’un groupe de quarante-six organisations sans but lucratif (OSBL) albertaines dans cet environnement riche en information. La communication portera sur les modèles de présence des OSBL dans les médias sociaux et les liens avec les structures organisationnelles.

Memory Practices in the Classroom

2015 ◽  
Vol 7 (2) ◽  
pp. 89-109 ◽  
Author(s):  
Johanna Ahlrichs ◽  
Katharina Baier ◽  
Barbara Christophe ◽  
Felicitas Macgilchrist ◽  
Patrick Mielke ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Media Studies ◽  
History Education ◽  
Memory Studies ◽  
Ethnographic Fieldwork ◽  
The Past ◽  
Online Videos ◽  
Memory Practices

This article draws on memory studies and media studies to explore how memory practices unfold in schools today. It explores history education as a media- saturated cultural site in which particular social orderings and categorizations emerge as commonsensical and others are contested. Describing vignettes from ethnographic fieldwork in German secondary schools, this article identifies different memory practices as a nexus of pupils, teachers, blackboards, pens, textbooks, and online videos that enacts what counts as worth remembering today: reproduction; destabilization without explicit contestation; and interruption. Exploring mediated memory practices thus highlights an array of (often unintended) ways of making the past present.

Memory Practices in History Education about the 1947 British India Partition

2015 ◽  
Vol 7 (2) ◽  
pp. 10-28 ◽  
Author(s):  
Meenakshi Chhabra
Keyword(s):  
Secondary School ◽  
Collective Memory ◽  
History Education ◽  
Historical Event ◽  
Collective Violence ◽  
British India ◽  
Complex Dynamic ◽  
History Textbook ◽  
Collective Memories ◽  
Memory Practices

This article is an epistemological reflection on memory practices in the construction, deconstruction, and reconstruction of collective memories of a historical event involving collective violence and conflict in formal and informal spaces of education. It focuses on the 1947 British India Partition of Punjab. The article engages with multiple memory practices of Partition carried out through personal narrative, interactions between Indian and Pakistani secondary school pupils, history textbook contents, and their enactment in the classroom by teachers. It sheds light on the complex dynamic between collective memory and history education about events of violent conflict, and explores opportunities for and challenges to intercepting hegemonic remembering of a violent past.

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