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Open Access Identifying powerful geographical knowledge in integrated curricula in Dutch schools

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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.
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Keywords: CURRICULUM INTEGRATION; GEOGRAPHY EDUCATION; LOWER SECONDARY EDUCATION; POWERFUL KNOWLEDGE; THE NETHERLANDS

Document Type: Research Article

Publication date: 01 November 2018

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  • Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.

    Drawing on these strengths, LRE is a wide-ranging and engaging journal that features rigorous analysis and significant research across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field. The highest quality of reporting and presentation are ensured through an independent, anonymised peer-review process. As an entirely web-based open access journal, LRE has been able to offer innovative features and formats including: epistolary conversation; colour photos and illustrations; illustrative video clips.

    LRE welcomes relevant articles and book reviews. Please email them to [email protected]

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