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      Exercise and intervention: On the sociology of powerful knowledge

      research-article
      London Review of Education
      UCL IOE Press
      SOCIOLOGY OF KNOWLEDGE, CURRICULUM, DISCIPLINARITY, CONCEPTS
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            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.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            UCL IOE Press
            1474-8460
            14 March 2019
            : 17
            : 1
            : 26-37
            Article
            1474-8460(20190314)17:1L.26;1- s3.phd /ioep/clre/2019/00000017/00000001/art00003
            10.18546/LRE.17.1.03
            a5a874db-6dd8-48f6-ad35-c931e2c525d0
            Product
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            DISCIPLINARITY,CURRICULUM,SOCIOLOGY OF KNOWLEDGE,CONCEPTS

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