List of Illustrations List of Contributors Preface Foreword Acknowledgements Foreword, David Lambert (University College London, UK) 1. Researching Powerful Knowledge and Epistemic Quality across School Subjects, Niklas Gericke, Brian Hudson, Christina Olin-Scheller and Martin Stolare (Karlstad University, Sweden) 2. Evaluating Epistemic Quality in Primary School Mathematics in Scotland, Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) 3. Epistemic Quality of Physical Education in a High School in France, Monique Loquet (Rennes 2 University, France), Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) and Anke Wegner (University of Trier, Germany) 4. Epistemic Quality of Language Learning in a Primary Classroom in Germany, Anke Wegner (University of Trier, Germany), Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) and Monique Loquet (Rennes 2 University, France) 5. Powerful Knowledge of Language and Migration in Norwegian and Swedish Textbooks, Birgitta Ljung Egeland (Karlstad University, Sweden) and Lise Iversen Kulbrandstad (Inland Norway University of Applied Sciences, Norway) 6. Powerful Reading and Epistemic Quality in First Language and Literature Education, Satu Grünthal, Pirjo Hiidenmaa and Liisa Tainio (University of Helsinki, Finland) 7. Teaching Practices in Transformation in Connected Social Science Swedish Classrooms, Marie Nilsberth, Christina Olin-Scheller and Martin Kristiansson (Karlstad University, Sweden) 8. Epistemic Quality in the Intended Mathematics Curriculum and Implications for Policy, Jennie Golding (UCL Institute of Education, University College London, UK) 9. A Material-Dialogic Perspective on Powerful Knowledge and Matter within a Science Classroom, Mark Hardman (UCL Institute of Education, University College London, UK), John-Paul Riordan (University of Canterbury, UK) and Lindsay Hetherington (University of Exeter, UK) 10. Investigating the Nature of Powerful Knowledge and Epistemic Quality in Education for Sustainable Development, Per Sund (Stockholm University, Sweden) and Niklas Gericke (Karlstad University, Sweden) 11. Trajectories of Epistemic Quality and Powerful Knowledge across School Subjects, Niklas Gericke, Brian Hudson, Christina Olin-Scheller and Martin Stolare (Karlstad University, Sweden) References Index

The past decade has seen a growing interest in the idea of ‘powerful knowledge’, but what this looks like in practice is not always clear. Brian Hudson and colleagues have significantly advanced our collective understanding with a collection that uses the framework of didactics to explore ideas of epistemic access and transformation. This book takes the debate about knowledge and curriculum to a new level.