Mattias Björklund

In most Western democracies, there is an ongoing discussion on the role of education, particularly in times of increasingly polarized political views, leading to democratic erosion and social unrest. Citizens have been described as living in echo chambers, relying on, and often receiving, information that confirms their own world views and political ideas. In this climate, education has been emphasized as an important antidote to provide students with knowledge, skills, attitudes and values to strengthen democracy and social cohesion. In most cases, this assignment is primarily tasked with subjects that can be considered political education, such as social studies, civics or social science education. However, there is no consensus on what kind of knowledge, skills, attitudes and values students need to fulfil a “good political education”. Historically, there has been a rift between advocates of progressive ideas such as political deliberation and those who favor an emphasis on disciplinary-based knowledge. The latter perspective has been, for some time now, highlighted in educational sciences through Michael Young’s concept of powerful knowledge, where knowledge from academic disciplines is emphasized in shaping youth into critical thinkers on social and political issues. This article critically examines the ideas of powerful knowledge and its potential for political education in secondary school. An important argument is that powerful knowledge, or disciplinary thinking, is necessary for a good political education but not sufficient in its own right. In order to deal with complex political issues, students need to be invited with their life-world perspectives.