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Ethics and Education Volume 13, 2018 - Issue 1: Critical Philosophy of Race and Education
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Articles

Knowledge and racial violence: the shine and shadow of ‘powerful knowledge’

Sophie RudolphMelbourne Graduate School of Education, University of Melbourne, Melbourne, AustraliaCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-6542-8858
ORCID Icon,
Arathi SriprakashFaculty of Education, University of Cambridge, Cambridge, UKORCID Iconhttp://orcid.org/0000-0003-3655-0605
ORCID Icon &
Jessica GerrardMelbourne Graduate School of Education, University of Melbourne, Melbourne, AustraliaORCID Iconhttp://orcid.org/0000-0001-9011-6055
ORCID Icon
Pages 22-38 | Published online: 26 Jan 2018

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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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Arathi Sriprakash. (2023) Reparations: theorising just futures of education. Discourse: Studies in the Cultural Politics of Education 44:5, pages 782-795.
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Ian Cushing. (2023) Challenging anti-Black linguistic racism in schools amidst the ‘what works’ agenda. Race Ethnicity and Education 26:3, pages 257-276.
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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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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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Tadashi Dozono. (2022) Race and the Evidence of Experience: Accounting for Race in Historical Thinking Pedagogy. Critical Studies in Education 63:4, pages 468-484.
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Taylor A. Hughson & Bronwyn E. Wood. (2022) The OECD Learning Compass 2030 and the future of disciplinary learning: a Bernsteinian critique. Journal of Education Policy 37:4, pages 634-654.
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Taylor A. Hughson. (2022) The OECD and epistemic (de)colonisation: Globalising visions for knowledge in the Learning Compass 2030. Compare: A Journal of Comparative and International Education 0:0, pages 1-17.
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Steve Puttick. (2022) Expansive geographical knowledges. Geography 107:2, pages 58-59.
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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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Abdulkerim Sen. (2021) Challenging or consolidating neoliberalism: prominent discursive traces on a university-level citizenship course. Higher Education Research & Development 40:3, pages 613-626.
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Reshmi Lahiri-Roy & Nish Belford. (2021) ‘A Neo-colonial Education’: Querying its Role in Immigrant Identity, Inclusion and Empowerment. Journal of Intercultural Studies 42:2, pages 235-252.
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Arathi Sriprakash, Leon Tikly & Sharon Walker. (2020) The erasures of racism in education and international development: re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education 50:5, pages 676-692.
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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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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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Navé Wald & Tony Harland. (2019) Graduate attributes frameworks or powerful knowledge?. Journal of Higher Education Policy and Management 41:4, pages 361-374.
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Cristopher Lynch & Elizabeth Rata. (2018) Culturally responsive pedagogy: A New Zealand case study. International Studies in Sociology of Education 27:4, pages 391-408.
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