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The Curriculum Journal Volume 30, 2019 - Issue 2: After the knowledge turn? Politics and pedagogy
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Original Articles

Polarity in sociology of knowledge: the relationship between disciplinarity, curriculum, and social justice

Yael ShalemCentre for Researching Education and Labour, University of the Witwatersrand, Johannesburg, South AfricaCorrespondence[email protected]
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Stephanie AllaisCentre for Researching Education and Labour, University of the Witwatersrand, Johannesburg, South AfricaView further author information
Pages 144-161 | Received 04 Jun 2018, Accepted 21 Nov 2018, Published online: 04 Jan 2019

Citations (7)

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Read on this site (2)

Stephanie Allais & Yael Shalem. (2021) The shifting powers of educational knowledge: power relations between sociology and economics of education. Journal of Curriculum Studies 53:2, pages 197-211.
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Brian Barrett & Jim Hordern. (2021) Rethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England. Journal of Curriculum Studies 53:2, pages 153-165.
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Articles from other publishers (5)

Stewart Riddle, Martin Mills & Glenda McGregor. (2023) Curricular justice and contemporary schooling: Towards a rich, common curriculum for all students. Curriculum Perspectives.
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Miquel Àngel Coll-Ramis, Víctor Picó & Antoni Ordinas. (2022) Tourism in Geography Textbooks in Secondary Education and High School: The Case of the Balearic Islands. Education Sciences 13:1, pages 44.
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Carol Bertram. (2022) Reflecting on the nature of Curriculum Inquiry in South Africa 2010 –2021. Curriculum Perspectives 42:1, pages 71-76.
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Pete Wright, Alba Fejzo & Tiago Carvalho. (2021) Progressive pedagogies made visible: Implications for equitable mathematics teaching. The Curriculum Journal 33:1, pages 25-41.
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Jim Hordern. (2020) Why close to practice is not enough: Neglecting practice in educational research. British Educational Research Journal 47:6, pages 1451-1465.
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