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Critical Studies in Education Volume 48, 2007 - Issue 1
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Original Articles

Going critical: the problem of problematizing knowledge in education studies

Rob Moore University of Cambridge, UKCorrespondence[email protected]
Pages 25-41 | Published online: 20 Feb 2007

Citations (32)

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Read on this site (11)

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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Ernst Buyl. (2017) Knowledge recontextualisation in academic development: an empirical exploration of an emerging academic region. Teaching in Higher Education 22:1, pages 78-91.
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Suellen Shay. (2013) Conceptualizing curriculum differentiation in higher education: a sociology of knowledge point of view. British Journal of Sociology of Education 34:4, pages 563-582.
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Suellen Shay. (2012) Educational development as a field: are we there yet?. Higher Education Research & Development 31:3, pages 311-323.
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Elizabeth Rata. (2012) The politics of knowledge in education. British Educational Research Journal 38:1, pages 103-124.
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Bill Green. (2010) Rethinking the representation problem in curriculum inquiry. Journal of Curriculum Studies 42:4, pages 451-469.
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Leesa Wheelahan. (2009) The problem with CBT (and why constructivism makes things worse). Journal of Education and Work 22:3, pages 227-242.
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Michael Young. (2009) Education, globalisation and the ‘voice of knowledge’. Journal of Education and Work 22:3, pages 193-204.
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Lyn Yates. (2009) From curriculum to pedagogy and back again: knowledge, the person and the changing world. Pedagogy, Culture & Society 17:1, pages 17-28.
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Suellen Shay. (2008) Beyond social constructivist perspectives on assessment: the centring of knowledge. Teaching in Higher Education 13:5, pages 595-605.
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Michael Grenfell & Lyn Yates. (2008) Review symposium. British Journal of Sociology of Education 29:5, pages 563-569.
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Articles from other publishers (21)

Maria Gkevrou & Dimitrios Stamovlasis. (2022) Illustration of a Software-Aided Content Analysis Methodology Applied to Educational Research. Education Sciences 12:5, pages 328.
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Steve Thornton. (2020) (Re)asserting a knowledge-building agenda in school mathematics. Mathematics Education Research Journal 34:1, pages 69-85.
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. (2021) Language, epistemology, and the politics of knowledge production. Language, Culture and Society 3:2, pages 143-153.
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Sonia M Fonua. (2021) The Manulua Framework: how combining multiple research methodologies and theoretical or conceptual frameworks strengthens research with Tongan participants. AlterNative: An International Journal of Indigenous Peoples 17:2, pages 254-264.
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Graham McPhail. (2020) Twenty-First Century Learning and the Case for More Knowledge About Knowledge. New Zealand Journal of Educational Studies 55:2, pages 387-404.
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Walter C. Parker. (2018) Human rights education’s curriculum problem. Human Rights Education Review 1:1, pages 05-24.
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Graham McPhail & Megan Lourie. (2017) Getting Real: Is Realism a Blind Spot in Research Methodology?. New Zealand Journal of Educational Studies 52:2, pages 285-299.
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JUNG JUNG HOON. (2017) A Note on the Centrality of Knowledge and Experience for Curriculum Development. Journal of Education & Culture 23:5, pages 517-545.
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Kam Ming Lim & Vivien Swee Leng Huan. 2017. Teacher Education in the 21st Century. Teacher Education in the 21st Century 77 106 .
Graham McPhail. (2016) The fault lines of recontextualisation: the limits of constructivism in education. British Educational Research Journal 42:2, pages 294-313.
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Jon Yorke & Lesley VidovichJon Yorke & Lesley Vidovich. 2016. Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories. Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories 69 87 .
Michael Tan & Kenneth Y. T. Lim. 2015. Disciplinary Intuitions and the Design of Learning Environments. Disciplinary Intuitions and the Design of Learning Environments 17 31 .
Michael Tan, Shu-Shing Lee & David W. L. Hung. (2013) Digital storytelling and the nature of knowledge. Education and Information Technologies 19:3, pages 623-635.
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Susan Ledger, Lesley Vidovich & Tom O'DonoghueSusan Ledger, Lesley Vidovich & Tom O’Donoghue. 2014. Global to Local Curriculum Policy Processes. Global to Local Curriculum Policy Processes 57 83 .
Suellen Shay. 2014. Thinking about Higher Education. Thinking about Higher Education 139 155 .
Elizabeth Rata. (2013) Knowledge and the politics of culture: An example from New Zealand’s higher education policy and practice. Anthropological Theory 13:4, pages 329-346.
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Graham McPhail. (2012) Informal and formal knowledge: The curriculum conception of two rock graduates. British Journal of Music Education 30:1, pages 43-57.
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Lyn Yates. (2012) My School, My University, My Country, My World, My Google, Myself…What is education for now?. The Australian Educational Researcher 39:3, pages 259-274.
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Michael Young. 2012. The Knowledge Economy and Lifelong Learning. The Knowledge Economy and Lifelong Learning 335 347 .
Bill Green. (2010) Knowledge, the future, and education(al) research: A new-millennial challenge. The Australian Educational Researcher 37:4, pages 43-62.
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Michael Young. (2008) From Constructivism to Realism in the Sociology of the Curriculum. Review of Research in Education 32:1, pages 1-28.
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