Abstract
The primary aim of this chapter is to make a positive case for the idea of ‘powerful knowledge’ (Young, 2009; 2013) as a sociological concept and as a curriculum principle. We seek to clarify its conceptual bases and to make its meaning, and the arguments it implies, less ambiguous and less open to misunderstanding. This will enable us to suggest some of the research and policy options that it opens up.
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© 2014 Michael Young and Johan Muller
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Young, M., Muller, J. (2014). On the Powers of Powerful Knowledge. In: Barrett, B., Rata, E. (eds) Knowledge and the Future of the Curriculum. Palgrave Studies in Excellence and Equity in Global Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137429261_3
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DOI: https://doi.org/10.1057/9781137429261_3
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-49179-7
Online ISBN: 978-1-137-42926-1
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