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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

On the politics and ambition of the ‘turn’: unpacking the relations between Future 1 and Future 3

John MorganFaculty of Education and Social Work, Auckland, New Zealand; Correspondence[email protected]
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,
Jim HordernInstitute for Education, Bath Spa University, Bath, UK; View further author information
&
Ursula HoadleySchool of Education, University of Cape Town, Cape Town, South AfricaView further author information
Pages 105-124 | Received 07 Jun 2018, Accepted 21 Jan 2019, Published online: 07 Mar 2019

Citations (12)

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Read on this site (5)

Péter Bagoly-Simó. (2023) Geography’s unkept promises of education for sustainable development (ESD) on geography’s wasted potential to educate for a more sustainable future. International Research in Geographical and Environmental Education 32:1, pages 53-68.
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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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Jim Hordern. (2022) Powerful knowledge and knowledgeable practice. Journal of Curriculum Studies 54:2, pages 196-209.
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Lauren Hammond. (2022) Recognising and exploring children’s geographies in school geography. Children's Geographies 20:1, pages 64-78.
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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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Articles from other publishers (7)

Leesa Wheelahan. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 85 95 .
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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Esther K. L. F. Vernon. (2021) Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography. The Curriculum Journal 32:4, pages 626-651.
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Mikko A. Niemelä. (2020) Crossing curricular boundaries for powerful knowledge. The Curriculum Journal 32:2, pages 359-375.
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Cláudia Valentina Assumpção Galian & Maurício Braz de Carvalho. (2021) Entre reformas curriculares e práticas pedagógicas: Ursula Hoadley e a “pedagogia na pobreza”. Educação e Pesquisa 47.
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Graham McPhail. 2021. Perspectives on the Knowledge Problem in New Zealand Education. Perspectives on the Knowledge Problem in New Zealand Education 11 21 .
Priscilla Alderson. (2019) Powerful knowledge and the curriculum: Contradictions and dichotomies. British Educational Research Journal 46:1, pages 26-43.
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