Exercise and intervention: on the sociology of powerful knowledge

Hordern, J (2019) 'Exercise and intervention: on the sociology of powerful knowledge.' London Review of Education, 17 (1). pp. 26-37. ISSN 1474-8460

[img]
Preview
Text
11509.pdf - Published Version
CC BY 4.0.

Download (131kB) | Preview
Official URL: https://doi.org/10.18546/LRE.17.1.03

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: Institute for Education
Date Deposited: 19 Dec 2018 17:11
Last Modified: 26 Apr 2019 09:35
Request a change to this item or report an issue Request a change to this item or report an issue
Update item (repository staff only) Update item (repository staff only)