Knowledge, Power and Powerful Knowledge Re-Visited

Autor/inn/en	Muller, Johan; Young, Michael
Titel	Knowledge, Power and Powerful Knowledge Re-Visited
Quelle	In: Curriculum Journal, 30 (2019) 2, S.196-214 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2019.1570292
Schlagwörter	Power Structure; Knowledge Level; Politics; Humanities; Social Theories; Epistemology; Economics; Concept Formation; History Instruction; Curriculum Development; Educational Sociology; Foreign Countries; Intellectual Disciplines; Teacher Educators; Free Schools; United Kingdom (England) + Suchen Sie Ihr Suchwort? Wissensbasis; Politik; Geisteswissenschaften; Humanwissenschaften; Gesellschaftstheorie; Erkenntnistheorie; Volkswirtschaftslehre; Concept learning; Begriffsbildung; History lessons; Geschichtsunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungssoziologie; Erziehungssoziologie; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Free school; Freie Schule
Abstract	This article extends the authors' earlier work (Young & Muller 2013) exploring the concept of 'powerful knowledge'. It first examines some of the origins of the concept and goes on to a brief consideration of how sociology, political theory and economics have traditionally represented 'power' and 'knowledge'. Two key senses of power are identified and two difficulties are next identified: how to retain both senses of power in a satisfactory account of 'powerful knowledge; and how to provide a satisfactory account of the 'power' of knowledge in the humanities. By identifying three meanings of 'powerful knowledge', and making an argument for their interrelationship, the article aims to put the concept on a firmer footing and point to its potential implications for curriculum theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01