Hordern, J (2019) 'Exercise and intervention: on the sociology of powerful knowledge.' London Review of Education, 17 (1). pp. 26-37. ISSN 1474-8460
|
Text
11509.pdf - Published Version CC BY 4.0. Download (131kB) | Preview |
Abstract
This article discusses John White's recent critique of the notion of 'powerful knowledge'. It is argued that White raises some salient points but overlooks the genesis of powerful knowledge as an idea and its debt to Durkheim and Bernstein. It is suggested that the work of Michael Young and others on powerful knowledge can be understood as both an exercise in the sociology of educational knowledge and an intervention in debates about the curriculum. Explicating the relationship between exercise and intervention sheds further light on White's critique and its subject matter.
| Item Type: | Article |
|---|---|
| Keywords: | concepts, curriculum, disciplinarity, sociology of knowledge |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education |
| Divisions: | School of Education |
| Identification Number: | https://doi.org/10.18546/LRE.17.1.03 |
| Date Deposited: | 19 Dec 2018 17:11 |
| Last Modified: | 15 Aug 2021 09:51 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/11509 |
 |
Request a change to this item or report an issue |
 |
Update item (repository staff only) |
Tools
Tools
