Powerful knowledge and equity

How students from different backgrounds approach procedural aspects of history in large-scale testing

Abstract

The study takes its point of departure in two interrelated discussions on education. One addresses the extent to which education should include aspects from academic disciplines, while the second addresses observed differences between two groups of students those with a Swedish background and those with a non-Swedish background. The research question is if and how the inclusion of academic aspects in curricula is a factor behind the differences in grades and results on the national test in history. In the study, 100 student responses on one item in the national test in history are examined. Concept analysis is applied to examine the extent to which students from the two groups have command over disciplinary aspects. The model of cognitive representations suggested by Wineburg is used as a theoretical framework. The results show that there are significant differences not only between the two groups of students but also between students within the groups. The results are related to the discussion on knowledge and curriculum, on the one hand and the issue of equity in education on the other.