engleski

Who Owns Knowledge Transformation? - The case of Croatian Secondary School Political Knowledge

The paper examines the last two decades of changes that have occurred within Croatian secondary school political education, investigating the nature of knowledge transformation in this instance and questioning the role of broader societal changes as tipping points of (drastic) knowledge transformation on a practical level. More specifically, the paper firstly takes a theoretical (analytical) perspective on the general concept of knowledge and looks at the basic tenets of propositional and procedural knowledge (noting the special situation of communities of knowers). It then takes the issue a step further and discusses how these concepts have influenced changes in political education with an overview of European expert discussion of the topic.Building on from that, the paper looks at how this theoretical knowledge 'behaves' in a tangible setting, namely in the compulsory political education subject in Croatian secondary schools. To further this aim, the paper utilises research results obtained from empirical research in this area, combined with relevant literature. It aims to confront knowledge transformation on a theoretical and a practical level (inclusive of external circumstances).The overall aim of the paper is to use the specific case of ‘ political knowledge' in Croatia to investigate knowledge transformation on a theoretical level, and its practical expression in educational policy and classroom practice. As such, it hopes to add to the complexities surrounding knowledge transformation in education.

Who Owns Knowledge Transformation? - The case of Croatian Secondary School Political Knowledge

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