Citations (85)
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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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Patrick Creamer. (2023) Knowledge and English. Changing English 30:4, pages 414-424.
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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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Liubov Vetoshkina. (2023) Teaching ‘a course without content’: relational agentic orientations to reorganisation of higher education. Studies in Continuing Education 45:3, pages 344-360.
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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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Elizabeth Mavhunga & Bongani Prince Ndlovu. (2023) Defining Science Content Knowledge for Teaching as a Base for Teacher Development: A Case for Organic Chemistry. African Journal of Research in Mathematics, Science and Technology Education 27:2, pages 97-111.
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Daniel Talbot. (2023) Knowledge, Knowers, and Capabilities: Can the Capabilities Approach Help Decolonise the Curriculum?. Journal of Human Development and Capabilities 24:2, pages 216-233.
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Friedrich Schweitzer, Christina Osbeck, Antti Räsänen, Mirjam Rutkowski & Evelyn Schnaufer. (2023) Current debates about (inter-)religious literacy and assessments of the outcomes of religious education: two approaches to religion-related knowledge in critical review. Journal of Beliefs & Values 44:2, pages 254-266.
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Sin-Yi Chang. (2023) English medium instruction for whom and for what? Rethinking the language-content relationship in higher education. Language, Culture and Curriculum 36:2, pages 161-176.
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Edith R. Dempster. (2023) What is ‘powerful knowledge’ in school biology?. Journal of Biological Education 57:2, pages 245-247.
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Brian Hudson, Niklas Gericke, Christina Olin-Scheller & Martin Stolare. (2023) Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects. Journal of Curriculum Studies 55:2, pages 119-137.
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Leena Ripatti-Torniainen & Leena Mikkola. (2023) Journalism Education as Scientific Education: Research University Students’ Engagement with Knowledge. Journalism Studies 24:2, pages 270-287.
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Catherine Gripton. (2023) Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England. Research in Mathematics Education 25:1, pages 3-23.
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Margaret Roberts. (2023) Powerful pedagogies for the school geography curriculum. International Research in Geographical and Environmental Education 32:1, pages 69-84.
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Jeana Kriewaldt & Shu Jun Lee. (2023) Towards powerful knowledge: an Australian case study of prospective teachers’ knowledge and dispositions for sustainability education. International Research in Geographical and Environmental Education 32:1, pages 35-52.
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Johan Muller. (2023) Powerful knowledge, disciplinary knowledge, curriculum knowledge: educational knowledge in question. International Research in Geographical and Environmental Education 32:1, pages 20-34.
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Kenneth J. Gregory & John Lewin. (2023) Big ideas in the geography curriculum: nature, awareness and need. Journal of Geography in Higher Education 47:1, pages 9-28.
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Johanna Annala. (2022) Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions. Teaching in Higher Education 27:8, pages 1084-1102.
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Noel Dempsey, Ed Cope, David J. Richardson, Martin A. Littlewood & Colum Cronin. (2022) An examination of content knowledge in formal coach education curriculum. Sport, Education and Society 0:0, pages 1-19.
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Jane Murray. (2022) Young children's curriculum experiences. International Journal of Early Years Education 30:4, pages 627-633.
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Zongyi Deng. (2022) Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries. Journal of Curriculum Studies 54:5, pages 599-617.
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Larissa McLean Davies & Lucy Buzacott. (2022) Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english. Pedagogy, Culture & Society 30:3, pages 367-381.
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Jim Hordern. (2022) Powerful knowledge and knowledgeable practice. Journal of Curriculum Studies 54:2, pages 196-209.
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Jonathan Lilliedahl. (2022) Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis. Journal of Curriculum Studies 54:2, pages 165-178.
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Sophia Stavrou. (2022) Structuring forms of transition from higher education to employment: bridging Bernstein and Bourdieu in understanding mismatch. Journal of Education and Work 35:2, pages 124-138.
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Petteri Hansen & Mikko Puustinen. (2021) Rethinking society and knowledge in Finnish social studies textbooks. Journal of Curriculum Studies 53:6, pages 857-873.
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Siobhan Dickens. (2021) Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis. Journal of Curriculum Studies 53:5, pages 692-710.
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Graham McPhail & Jeff McNeill. (2021) Some direction: towards a C21 secondary school curriculum. Music Education Research 23:4, pages 484-497.
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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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Lew Zipin, Marie Brennan & Sam Sellar. (2021) Young people pursuing futures: making identity labors curricular. Mind, Culture, and Activity 28:2, pages 152-168.
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Henry Kwok. (2021) In between distributive and evaluative rules: paradox of pedagogic (mis)governance. British Journal of Sociology of Education 42:3, pages 388-403.
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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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Johan Muller & Ursula Hoadley. (2021) A pedagogic compact: retrieving ‘powerful’ educational knowledge from Didaktik and curriculum studies. Journal of Curriculum Studies 53:2, pages 166-178.
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Mikko Puustinen & Amna Khawaja. (2021) Envisaging the alternatives: from knowledge of the powerful to powerful knowledge in history classrooms. Journal of Curriculum Studies 53:1, pages 16-31.
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Eszter Neumann, Sharon Gewirtz, Meg Maguire & Emma Towers. (2020) Neoconservative education policy and the case of the English Baccalaureate. Journal of Curriculum Studies 52:5, pages 702-719.
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Abdulkerim Sen. (2020) ‘Powerful’ human rights education’s curriculum problems. Cambridge Journal of Education 50:4, pages 409-427.
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Alaric Maude. (2020) The role of geography’s concepts and powerful knowledge in a future 3 curriculum. International Research in Geographical and Environmental Education 29:3, pages 232-243.
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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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Ingrid Carlgren. (2020) Powerful knowns and powerful knowings. Journal of Curriculum Studies 52:3, pages 323-336.
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Dimitrina Kaneva, Jo Bishop & Nicole E. Whitelaw. (2020) Initiating decolonial praxis: childhood studies curricula in an English university. Third World Thematics: A TWQ Journal 5:1-2, pages 79-96.
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David Lambert. (2019) On the knotty question of ‘Recontextualising’ geography. International Research in Geographical and Environmental Education 28:4, pages 257-261.
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Esther Vernon. (2019) Teaching to the epistemic self: ascending and descending the ladder of knowledge. The Curriculum Journal 0:0, pages 1-21.
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Bin Zhao & Shuiyun Liu. Westernization or internationalization? Academic expectations and challenges faced by international postgraduates in China. International Studies in Sociology of Education 0:0, pages 1-22.
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Articles from other publishers (42)
Olof Franck. (2023) Powerful Knowledge as a Conceptual Frame for Teaching Controversial Issues in Ethics and Values Education in Social Studies Subjects. Social Sciences 12:11, pages 619.
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Sally Windsor & Jeana Kriewaldt. (2023) School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis. Social Sciences 12:11, pages 585.
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Siebren Miedema. (2023) Knowing and the Known: A Philosophical and Pedagogical Critique on the Concept of ‘Powerful Knowledge’. Social Sciences 12:10, pages 578.
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Esther E. van Dijk, Johan Geertsema, Marieke F. van der Schaaf, Jan van Tartwijk & Manon Kluijtmans. (2022) Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge. Higher Education 86:4, pages 969-984.
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Mary Woolley, Robert A. Bowie, Sabina Hulbert, Caroline Thomas, John‐Paul Riordan & Lynn Revell. (2022)
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Brian Barrett & Graham McPhail. (2021) Conceptualizing a Radical Visible Pedagogy. Journal of Education 203:3, pages 726-735.
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Sarah Cant & Anwesa Chatterjee. (2022) Powerful or Disempowering Knowledge? The Teaching of Sociology in English Schools and Colleges. Sociology 57:3, pages 606-624.
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Johanna Annala. (2022) What knowledge counts—boundaries of knowledge in cross-institutional curricula in higher education. Higher Education 85:6, pages 1299-1315.
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John White. (2023) Education since 2010: Hirstian echoes. Journal of Philosophy of Education 57:1, pages 244-256.
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Susan Young. (2023) Where neoliberalism and neoconservatism meet: the inception and reception of a Model Music Curriculum for English Schools. British Journal of Music Education, pages 1-11.
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Kexin Feng. 2023. Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022). Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022)
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Peter Schreiner. 2023. Powerful Knowledge in Religious Education. Powerful Knowledge in Religious Education
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John Guenther, Lester-Irabinna Rigney, Sam Osborne, Kevin Lowe & Nikki Moodie. 2023. Assessing the Evidence in Indigenous Education Research. Assessing the Evidence in Indigenous Education Research
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Anniken Hotvedt Sundby & Berit Karseth. (2021) ‘The knowledge question’ in the Norwegian curriculum. The Curriculum Journal 33:3, pages 427-442.
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Merve Yavuzkaya, Paul Clucas & Jesper Sjöström. (2022) ChemoKnowings as Part of 21st Century Bildung and Subject Didaktik. Frontiers in Education 7.
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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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Frances Foster & Juliette Wise. (2022) Social tensions in studying ancient history. The Curriculum Journal.
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Olof Franck. (2021) Gateways to accessing powerful RE knowledge: a critical constructive analysis. Journal of Religious Education 69:1, pages 161-174.
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