Powerful knowledge in the social studies classroom and beyond

This article examines how teachers and students connect disciplinary knowledge to contexts outside the classroom in naturally occurring teaching 80 Nordic lower secondary social studies lessons using a standardized observation manual. We found evidence that often connected students’ experiences wider societal issues. However, our findings highlight interesting differences extent which unpack such connections situations of school. Departing from discussion on powerful within subject-specific education, we discuss educational potential limitations recontextualising establishing interactions between horizontal vertical discourse teaching. Our provide empirical insights are relevant for ongoing as well teachers’ professional development.