Citations (63)
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Jina Ro. (2024) Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism. Journal of Curriculum Studies 0:0, pages 1-14.
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Gary Spruce. (2024) Knowledge and social justice in English school music education: reflections on the report ‘Questioning the gap in music literacy’ (McQueen 2020). Music Education Research 26:1, pages 21-36.
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Daniel Talbot. (2023) Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge. Journal of Curriculum Studies 55:6, pages 633-645.
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Graham McPhail, Barbara Ormond & Alexis Siteine. (2023) Knowledge and the New Zealand curriculum ‘refresh’. Journal of Curriculum Studies 55:5, pages 509-526.
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Peter N. Aashamar & Kirsti Klette. (2023) Powerful knowledge in the social studies classroom and beyond. Journal of Curriculum Studies 55:4, pages 388-408.
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Joseph Mintz. (2022) The role of universities and knowledge in teacher education for inclusion. International Journal of Inclusive Education 0:0, pages 1-11.
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Emma L. Sharp, Joseph Fagan, Melanie Kah, Marie McEntee & Jennifer Salmond. (2021) Hopeful approaches to teaching and learning environmental “wicked problems”. Journal of Geography in Higher Education 45:4, pages 621-639.
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Graham McPhail. (2021) The search for deep learning: a curriculum coherence model. Journal of Curriculum Studies 53:4, pages 420-434.
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Steve Connolly. (2021) ‘Towards an epistemology of media education: confronting the problems of knowledge presented by social realism.’. Pedagogy, Culture & Society 29:2, pages 315-329.
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Gabriel Bladh. (2020) GeoCapabilities, Didaktical analysis and curriculum thinking – furthering the dialogue between Didaktik and curriculum. International Research in Geographical and Environmental Education 29:3, pages 206-220.
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Barbara Mary Ormond. (2019) The impact of standards-based assessment on knowledge for history education in New Zealand. Assessment in Education: Principles, Policy & Practice 26:2, pages 143-165.
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Lyn Yates, Larissa McLean Davies, Lucy Buzacott, Brenton Doecke, Philip Mead & Wayne Sawyer. (2019) School English, literature and the knowledge-base question. The Curriculum Journal 30:1, pages 51-68.
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Juan Cristobal Garcia-Huidobro. (2018) Addressing the crisis in curriculum studies: curriculum integration that bridges issues of identity and knowledge. The Curriculum Journal 29:1, pages 25-42.
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Graham J. McPhail. (2017) Powerful knowledge: insights from music's case. The Curriculum Journal 28:4, pages 524-538.
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Ian Kinchin, Anesa Hosein, Emma Medland, Simon Lygo-Baker, Steven Warburton, Darren Gash, Roger Rees, Colin Loughlin, Rick Woods, Shirley Price & Simon Usherwood. (2017) Mapping the development of a new MA programme in higher education: comparing privately held perceptions of a public endeavour. Journal of Further and Higher Education 41:2, pages 155-171.
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Lyn Yates & Victoria Millar. (2016) ‘Powerful knowledge’ curriculum theories and the case of physics. The Curriculum Journal 27:3, pages 298-312.
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Zongyi Deng. (2015) Michael Young, knowledge and curriculum: an international dialogue. Journal of Curriculum Studies 47:6, pages 723-732.
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Zongyi Deng. (2015) Content, Joseph Schwab and German Didaktik. Journal of Curriculum Studies 47:6, pages 773-786.
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Leesa Wheelahan. (2015) Not just skills: what a focus on knowledge means for vocational education. Journal of Curriculum Studies 47:6, pages 750-762.
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Ursula Hoadley. (2015) Michael Young and the curriculum field in South Africa. Journal of Curriculum Studies 47:6, pages 733-749.
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Jane Tapp. (2015) Framing the curriculum for participation: a Bernsteinian perspective on academic literacies. Teaching in Higher Education 20:7, pages 711-722.
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Shaun Williams, David Alder & Anthony Bush. (2015) A little less conversation; a little more (relational) action please. A fictional dialogue of integrating theory into coaching practice. Sports Coaching Review 4:2, pages 115-138.
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Lew Zipin, Aslam Fataar & Marie Brennan. (2015) Can Social Realism do Social Justice? Debating the Warrants for Curriculum Knowledge Selection. Education as Change 19:2, pages 9-36.
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Parlo Singh. (2015) Performativity and pedagogising knowledge: globalising educational policy formation, dissemination and enactment. Journal of Education Policy 30:3, pages 363-384.
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Parlo Singh, Stephen Heimans & Kathryn Glasswell. (2014) Policy enactment, context and performativity: ontological politics and researching Australian National Partnership policies. Journal of Education Policy 29:6, pages 826-844.
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Graham John McPhail. (2014) The right to enhancement: students talking about music knowledge in the secondary curriculum. The Curriculum Journal 25:3, pages 306-325.
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Paul Gibbs. (2014) The phenomenology of professional practice: a currere. Studies in Continuing Education 36:2, pages 147-159.
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Parlo Singh. (2013) Unlocking pedagogic mazes. Discourse: Studies in the Cultural Politics of Education 34:5, pages 799-807.
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