Powerful Knowledge and the 2017 Swedish National Test in Religious Education

Abstract

In the 21st century, there has been a recurring discussion about social realism in educational research: the idea that subject knowledge derived from academic disciplines should constitute the heart of the school curriculum. The argument is that this knowledge, because it is produced according to specific standards, is powerful knowledge, and has better claims to truth and is more valid than knowledge gained from students’ everyday experiences. Because of its validity and universality, this knowledge empowers the knower to transcend her or his everyday experiences and take part in society’s conversations, which are central goals of social studies education. The aim of this study is to identify in which ways aspects of powerful knowledge are manifested in the 2017 national test in RE. For the analysis, both items and students’ answers from the 2017 test are used. The focus with regard to the items is on whether the students are expected to demonstrate knowledge and abilities in relation to powerful knowledge. We also analyze the students’ answers to these items using the same framework.