Powerful knowledge, disciplinary knowledge, curriculum knowledge: educational knowledge in question

This paper traces the sociological roots of the 'knowledge turn' and a concept centrally identified with it, 'powerful knowledge', beginning with the work of Basil Bernstein which was subsequently elaborated in a wide range of contexts-of-use in the broad field of curriculum stud...

Full description

Saved in:
Bibliographic Details
Published inInternational research in geographical and environmental education Vol. 32; no. 1; pp. 20 - 34
Main Author Muller, Johan
Format Journal Article
LanguageEnglish
Published Routledge 02.01.2023
Subjects
Curriculum Development
curriculum theory?
Disciplinary knowledge
Educational Sociology
Educational Theories
Educational Trends
Faculty
geography education
Instruction
Knowledge Base for Teaching
pedagogic discourse
powerful knowledge
Specialization
Teachers
Online AccessGet full text

Cover

More Information
Summary:This paper traces the sociological roots of the 'knowledge turn' and a concept centrally identified with it, 'powerful knowledge', beginning with the work of Basil Bernstein which was subsequently elaborated in a wide range of contexts-of-use in the broad field of curriculum studies. The paper distinguishes different reasons educators have for engaging with curriculum which the paper classifies into 'curriculum of' and 'curriculum for'. It goes on to discuss the particular pathos of specialised knowledge, and suggests ways of dealing with it; and concludes by suggesting paths going forward for bringing curriculum theory and subject didactics into productive dialogue
ISSN:1038-2046
1747-7611
DOI:10.1080/10382046.2022.2058349