2,662
Views
85
CrossRef citations to date
0
Altmetric
Original Articles

Knowledge, power and powerful knowledge re-visited

&
Pages 196-214 | Received 14 Aug 2018, Accepted 10 Jan 2019, Published online: 31 Jan 2019

References

  • Association of School and College Leaders (ASCL)/Parents and Teachers for Excellence (2018). The question of knowledge: the practicalities of a knowledge-based curriculum. www.parentsandteachers.org.uk.
  • Audi, R. (2008). Intellectual virtue and epistemic power. In J. Greco (Ed.), Ernest Sosa and his critics (pp. 3–16). New York, NY: Wiley & Son,
  • Beck, J. (2013). Powerful knowledge, esoteric knowledge, curriculum knowledge. Cambridge Journal of Education, 43(2), 177–193. doi:10.1080/0305764X.2013.767880
  • Beneker, T. (2018). Krachtige kennis in geografie-onderwijs, inaugural oration, 16 October 2018. Utrecht: University of Utrecht.
  • Beneker, T., & van der Schee, J. (2015). Future geographies and geography education. International Research in Geography and Environmental Education, 24(4), 284–293.
  • Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Oxford: Rowman & Littlefield Publishers.
  • Bertram, C. (2012). Exploring an historical gaze: a language of description for the practice of school history. Journal of Curriculum Studies, 44(3), 429–442.
  • Bourdieu, P. (2000). Pascalian meditations, trans. R. Nice. Cambridge: Polity Press.
  • Burn, K., Chapman, A., & Counsell, C. (2017). Masterclass in history education. London: Bloomsbury.
  • Castells, M. (2009). Communication Power. Oxford: Oxford University Press.
  • Clegg, S. (2016). The necessity and possibility of powerful ‘regional’ knowledge: curriculum change and renewal. Teaching in Higher Education, 21(4), 457–470. doi:10.1080/13562517.2016.1157064
  • Counsell, C. (2011). Disciplinary knowledge for all, the secondary History curriculum and History teachers’ achievement. The Curriculum Journal, 22(2), 201–225. doi:10.1080/09585176.2011.574951
  • Counsell, C. (2018). Taking curriculum seriously. IMPACT, Chartered College of Teaching, (4).
  • Durkheim, E. (1947). The division of labour in society, trans. G. Simpson. Glencoe Ill.: Free Press of Glencoe.
  • Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford: Oxford University Press.
  • Furlong, J., & Whitty, G. (2017). Knowledge traditions in the study of education. In J. Furlong & G. Whitty (Eds.), Knowledge and the study of education: An international exploration (pp. 13–57). Oxford: Symposium Books.
  • Gibb, N. (2015). Knowledge is power: the social justice case for an academic curriculum. Speech to Policy Exchange. https://policyexchange.org.uk/event/nick-gibb-mp-knowledge-is-power-the-social-justice-case-for-an-academic-curriculum/
  • Giddens, A. (1979). Studies in social and political theory. London: Hutchinson.
  • Hoadley, U. (2018). Pedagogy in poverty: Lessons from twenty years of curriculum reform in South Africa. London: Routledge.
  • Hordern, J. (2018a). Educational knowledge: Traditions of inquiry, specialisation and practice. Pedagogy, Culture & Society, doi:10.1080/14681366.2018.1428221
  • Hordern, J. (2018). Is powerful educational knowledge possible? Cambridge Journal of Education, 1. doi:10.1080/0305764X.2018.1427218
  • Hordern, J. (2018c). Exercise and intervention: On the sociology of powerful knowledge. London Review of Education, forthcoming.
  • Lambert, D. (2018). The road to Future 3: the case of geography. In D. Guile, D. Lambert & M. Reiss (Eds.), Sociology, curriculum studies and professional knowledge: New perspectives on the work of Michael Young (pp. 132–145). London: Routledge.
  • Lukes, S. (2005). Power: A radical view, second edition. London: Palgrave Macmillan.
  • Maude, A. (2016). What might powerful geographical knowledge look like? Geography, 101(2), 70–76.
  • Maude, A. (2018). Geography and powerful knowledge: A contribution to the debate. International Research in Geography and Environmental Education, 27(2), 179–190. doi:10.1080/10382046.2017.1320899
  • McCrory, C. (2015). The knowledge illusion: Who is doing what thinking? Teaching History, 161, 37–47.
  • Merton, R. (1972). Insiders and outsiders: a chapter in the sociology of knowledge. American Journal of Sociology, 77(1), 9–47. doi:10.1086/225294
  • Merton, R. (1970). [2001]). Science, technology and society in seventeenth-century England. New York, NY: Howard Fertig.
  • Morgan, J. (2015). Michael Young and the politics of the curriculum. British Journal of Educational Studies, 63(1), 5–22.
  • Muller, J. (2009). Forms of knowledge and curriculum coherence. Journal of Education and Work, 22(3), 205–226. doi:10.1080/13639080902957905
  • Muller, J. (2014). Every picture tells a story: Epistemological access and knowledge. Education as Change, 18(2), 255–269. doi:10.1080/16823206.2014.932256
  • Murphy, M. (2009). Bureaucracy and its limits: Accountability and rationality in higher education. British Journal of Sociology of Education, 29(6), 683–695. doi:10.1080/01425690903235169
  • Oates, T. (2018). Powerful knowledge–moving us all forwards or backwards? In D. Guile, D. Lambert & M. Reiss (Eds.), Sociology, curriculum studies and professional knowledge: New perspectives on the work of Michael Young (pp. 157–168). London: Routledge.
  • Ormond, B. (2014). Powerful knowledge in history: disciplinary strength or weakened episteme? In B. Barrett and E. Rata (Eds.), Knowledge and the future of the curriculum (pp. 153–167). New York, NY: Palgrave Macmillan.
  • Parsons, T. (1963). On the concept of political power. Proceedings of the American Philosophical Society, 107, 232–262.
  • Peters, R. S. (1963). Authority, responsibility and education. London: Paul S. Eriksson.
  • Pope, A. (1711). An essay on criticism. London: Printed for W. Lewis in Covent Garden.
  • Rimes, H., Welch, J., & Bozeman, B. (2015). An alternative to the economic value of knowledge. In C. Antonelli & A. Link (Eds.), The Routledge handbook of the economics of knowledge (pp. 154–164). London: Routledge.
  • Romer, P. (1990). Endogenous technological change. Journal of Political Economy, 98(5, Part 2)Part 2, S71–S102. doi:10.1086/261725
  • Ryle, G. (1945). Knowing how and knowing that: The presidential address. Proceedings of the Aristotelian Society, 46, 212–225. doi:10.1093/aristotelian/46.1.1
  • Schmidt, W., Wang, H., & McKnight, C. (2005). Curriculum coherence: An examination of US mathematics and science content standards from an international perspective. Journal of Curriculum Studies, 37(5), 525–559.
  • Schmidt, W., McKnight, C., & Raizen, S. (1997). A splintered vision: An investigation of US Science and Mathematics education. New York, NY: Kluwer Academic Publishers.
  • Shaw, T. (2017). Invisible manipulators of your mind. New York Review of Books, LXIV(7), 62–65.
  • Slater, F., Graves, N., & Lambert, D. (2016). Editorial: Geography and powerful knowledge. International Research in Geography and Environmental Education, 25(3), 189–194. doi:10.1080/10382046.2016.1155321
  • Stehr, N., & Adolf, M. (2016). The price of knowledge. Social Epistemology, 30(5/6), 483–512. doi:10.1080/02691728.2016.1172366
  • Schupbach, J., & Sprenger, J. (2011). The logic of explanatory power. Philosophy of Science, 78(1), 105–127. doi:10.1086/658111
  • Spinoza, B. D. (1958). [1677]). Tractatus politicus. In B. de Spinoza, The Political Works (trans. A. G. Wernham). Oxford: Clarendon Press.
  • Thaler, R., & Sunstein, C. (2008). Nudge: Improving decisions about health, wealth and happiness. New Haven, CT: Yale University Press.
  • Vergnaud, G. (2009). The theory of conceptual fields. Human Development, 52(2), 83–94. doi:10.1159/000202727
  • Wheelahan, L. (2007). How competency-based training locks the working class out of powerful knowledge. British Journal of Sociology of Education, 28(5), 637–651. doi:10.1080/01425690701505540
  • Wheelahan, L. (2010). Why knowledge matters in the curriculum: A social realist argument. London: Routledge.
  • Whimister, S. (2004). (Ed.). The essential Weber: A reader. New York, NY: Routledge.
  • White, J. (2018). The weakness of powerful knowledge. London Review of Education, 16(2), 325–335. doi:10.18546/LRE.16.2.11
  • Whitty, G. (2018). Taking subject knowledge out and putting it back in again? A journey in the company of Michael Young. In D. Guile, D. Lambert & M. Reiss (Eds.), Sociology, curriculum studies and professional knowledge: New perspectives on the work of Michael Young (pp. 17–30). London: Routledge.
  • Williams, B. (2002). Truth & truthfulness: An essay in genealogy. Princeton, NJ: Princeton University Press.
  • Winch, C. (2010). Dimensions of expertise: A conceptual exploration of vocational knowledge. London: Continuum.
  • Wrigley, T., Canonical, K., & Common, C. (2017). Canonical knowledge and common culture: In search of curriculum justice. European Journal of Curriculum Studies, 4(1), 536–555.
  • Yates, L. (2018). History as knowledge: Humanities challenges for a knowledge-based curriculum. In B. Barrett, U. Hoadley, & J. Morgan (Eds.), Knowledge, curriculum and equity: Social realist perspectives (pp. 41–60). London: Routledge.
  • Young, M. (Ed.). (1971). Knowledge and control: New directions for the sociology of education. London: Routledge.
  • Young, M. (2009). Education, globalisation and the ‘voice of knowledge’. Journal of Education and Work, 22(3), 193–204. doi:10.1080/13639080902957848
  • Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum Studies, 45(2), 101–108. doi:10.1080/00220272.2013.764505
  • Young, M., & Muller, J. (2013). On the powers of powerful knowledge. Review of Education, 1(3), 229–250. doi:10.1002/rev3.3017
  • Young, M., Lambert, D., With Roberts, C., & Roberts, M. (2014). Knowledge and the future school: Curriculum and social justice. London: Bloomsbury.
  • Young, M. (2015). Unleashing the power of knowledge for all, Spiked, 1, 1 September 2015. https://www.spiked-online.com/2015/09/01/unleashing-the-power-of-knowledge-for-all/

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.