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      Knowledge, power and powerful knowledge re‐visited

      1 , 2
      The Curriculum Journal
      Informa UK Limited

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          Abstract

          This article extends the authors’ earlier work (Young & Muller 2013) exploring the concept of ‘powerful knowledge’. It first examines some of the origins of the concept and goes on to a brief consideration of how sociology, political theory and economics have traditionally represented ‘power’ and ‘knowledge’. Two key senses of power are identified and two difficulties are next identified: how to retain both senses of power in a satisfactory account of ‘powerful knowledge; and how to provide a satisfactory account of the ‘power’ of knowledge in the humanities. By identifying three meanings of ‘powerful knowledge’, and making an argument for their interrelationship, the article aims to put the concept on a firmer footing and point to its potential implications for curriculum theory.

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          Most cited references61

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          Endogenous Technological Change

          Paul Romer (1990)
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            Epistemic Injustice

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              Insiders and Outsiders: A Chapter in the Sociology of Knowledge

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                Author and article information

                Journal
                The Curriculum Journal
                The Curriculum Journal
                Informa UK Limited
                0958-5176
                1469-3704
                June 2019
                April 03 2019
                June 2019
                : 30
                : 2
                : 196-214
                Affiliations
                [1 ] School of Education University of Cape Town Cape Town South Africa
                [2 ] University College London Institute of Education London UK
                Article
                10.1080/09585176.2019.1570292
                4b7eb4d3-9440-42ea-ab79-316c82e2e00b
                © 2019

                http://onlinelibrary.wiley.com/termsAndConditions#vor

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