What is worth learning in history education? The search for historical reference knowledge
What is worth learning in history education? The search for historical reference knowledge

Summary/Abstract: This paper explores what knowledge is worth learning in history education by examining the concept of historical reference knowledge. Current research on historical thinking mostly focuses on procedural ‘knowledge of history’ and largely ignores ‘knowledge of the past’. Drawing on Young’s notion of ‘powerful knowledge’, the paper first deduces from a comparative analysis of U.S., English and Dutch history curricula pertinent considerations and design principles for identifying historical reference knowledge. These include balancing time, space and societal domains; connecting disciplinary rigour with significance for students; distinguishing residue from fingertip knowledge; fostering intercultural and critical reflection; and connecting to history education’s main goal. Subsequently, using Flanders/Brussels as a case study, it outlines a participatory methodology involving (student-)teachers, academic historians and textbook analysis to identify historical reference knowledge. The paper defines the key historical questions guiding curriculum design. Finally, it stresses that determining what is worth learning in history is an ongoing, context-dependent process.

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