Bringing Powerful Knowledge into Classrooms
Powerful knowledge equips students with the capacity to engage with systematic, disciplinary thinking, to imagine futures that are not yet conceived and think what is yet to be thought. Bringing Powerful Knowledge into Classrooms explores how teachers develop such knowledge in classrooms by transfor...
I tiakina i:
| Hōputu: | Online |
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| Reo: | Ingarihi |
| I whakaputaina: |
UCL Press
2026
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| Ngā marau: | |
| Urunga tuihono: | ONIX_20260621T103021_9781806551156_2 |
| Ngā Tūtohu: |
Kāore He Tūtohu, Me noho koe te mea tuatahi ki te tūtohu i tēnei pūkete!
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| _version_ | 1869519352630345728 |
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| collection | Directory of Open Access Books |
| description | Powerful knowledge equips students with the capacity to engage with systematic, disciplinary thinking, to imagine futures that are not yet conceived and think what is yet to be thought. Bringing Powerful Knowledge into Classrooms explores how teachers develop such knowledge in classrooms by transforming disciplinary understandings through subject teaching that responds to the educational needs of society. Drawing on Bernstein’s concept of recontextualisation and theories of teacher agency, the book examines how teachers navigate the boundaries between academic disciplines, school subjects and everyday knowledge. Through empirical case studies from England, Finland and Sweden, it illustrates how teachers’ decisions are shaped by national expectations, institutional frameworks and classroom dynamics. Combining Anglophone and Nordic traditions in subject teaching with curriculum theory and classroom research, the book offers a theoretically grounded yet practical account of how teachers recontextualise knowledge. It develops new insights into teacher agency and recontextualisation which are highly relevant to teacher education, curriculum design and educational policy. By focusing on real-life teaching across a range of subjects, the book deepens our understanding of how powerful knowledge is brought into classrooms and how teachers can be supported in this vital work. |
| format | Online |
| id | doab-20.500.12854ir-177994 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | UCL Press |
| publisherStr | UCL Press |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1779942026-06-23T05:07:16Z Bringing Powerful Knowledge into Classrooms Hardman, Mark Nilsberth, Marie Puustinen, Mikko Agency Subject teaching Education Disciplinary knowledge Educational futures Professionalism Society Curriculum theory Teacher education thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment Powerful knowledge equips students with the capacity to engage with systematic, disciplinary thinking, to imagine futures that are not yet conceived and think what is yet to be thought. Bringing Powerful Knowledge into Classrooms explores how teachers develop such knowledge in classrooms by transforming disciplinary understandings through subject teaching that responds to the educational needs of society. Drawing on Bernstein’s concept of recontextualisation and theories of teacher agency, the book examines how teachers navigate the boundaries between academic disciplines, school subjects and everyday knowledge. Through empirical case studies from England, Finland and Sweden, it illustrates how teachers’ decisions are shaped by national expectations, institutional frameworks and classroom dynamics. Combining Anglophone and Nordic traditions in subject teaching with curriculum theory and classroom research, the book offers a theoretically grounded yet practical account of how teachers recontextualise knowledge. It develops new insights into teacher agency and recontextualisation which are highly relevant to teacher education, curriculum design and educational policy. By focusing on real-life teaching across a range of subjects, the book deepens our understanding of how powerful knowledge is brought into classrooms and how teachers can be supported in this vital work. 2026-06-23T05:07:14Z 2026-06-23T05:07:14Z 2026-06-22T07:37:03Z 2026 book book ONIX_20260621T103021_9781806551156_2 https://uclpress.co.uk/ https://library.oapen.org/handle/20.500.12657/114393 9781806551156 9781806551163 https://directory.doabooks.org/handle/20.500.12854/177994 eng Knowledge and the Curriculum open access image/jpeg Attribution-NonCommercial 4.0 International https://library.oapen.org/bitstream/20.500.12657/114393/1/9781806551156.pdf UCL Press UCL Press 29b9f0a3-1b0d-4bdd-99d7-b4d3432d7fcc 9781806551156 9781806551163 UCL Press London open access |
| spellingShingle | Agency Subject teaching Education Disciplinary knowledge Educational futures Professionalism Society Curriculum theory Teacher education thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment Bringing Powerful Knowledge into Classrooms |
| title | Bringing Powerful Knowledge into Classrooms |
| title_full | Bringing Powerful Knowledge into Classrooms |
| title_fullStr | Bringing Powerful Knowledge into Classrooms |
| title_full_unstemmed | Bringing Powerful Knowledge into Classrooms |
| title_short | Bringing Powerful Knowledge into Classrooms |
| title_sort | bringing powerful knowledge into classrooms |
| topic | Agency Subject teaching Education Disciplinary knowledge Educational futures Professionalism Society Curriculum theory Teacher education thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment |
| topic_facet | Agency Subject teaching Education Disciplinary knowledge Educational futures Professionalism Society Curriculum theory Teacher education thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment |
| url | ONIX_20260621T103021_9781806551156_2 |