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      The end of powerful knowledge?

      research-article
      London Review of Education
      UCL IOE Press
      KNOWLEDGE, CURRICULUM, SCHOOLS, SUBJECTS, POWER
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            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.

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            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
            c67d7c57-7d83-4cd0-9095-ebfcc156c9a0
            Copyright @ 2019
            History
            Categories
            General Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            SUBJECTS,CURRICULUM,SCHOOLS,KNOWLEDGE,POWER

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