Blog
About

51
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      The end of powerful knowledge?

      London Review of Education

      UCL IOE Press

      KNOWLEDGE, CURRICULUM, SCHOOLS, SUBJECTS, POWER

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          This is a response to two discussions of my article 'The Weakness of "Powerful Knowledge"' featuring in 2018 in the London Review of Education 16 (2), the first by Johan Muller and Michael Young and the second by Jim Hordern. It also makes brief comments on pieces on powerful knowledge in the London Review of Education Special Issue 16 (3). The question I focus on here, as in 2018, is 'What is powerful knowledge?' I raise doubts about Muller and Young's new answer to this question as well as about Hordern's defence of Young's position more generally. I suggest in conclusion that it would be helpful to abandon the term 'powerful knowledge' and use language more suitable to impartial scholarly investigations.

          Related collections

          Author and article information

          Journal
          10430
          London Review of Education
          UCL IOE Press
          1474-8460
          01 November 2019
          : 17
          : 3
          : 429-438
          Article
          1474-8460(20191101)17:3L.429;1- s15.phd /ioep/clre/2019/00000017/00000003/art00015
          10.18546/LRE.17.3.15
          Product
          Categories
          General Articles

          Comments

          Comment on this article

          London Review of Education
          Volume 17, Issue 3

          Similar content 303