Knowledge and curriculum

Towards an educational and Didaktik /curriculum way of thinking and theorizing

Datos Bibliográficos

ID21345797
AutoresZongyi Deng (0000-0002-8068-382X, University College London, autor de correspondencia)
Año2025
Volumen57
Número1
Páginas64-77
Fecha de publicación2025-01-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Curriculum Studies (JOURNAL)
Identificadores de la revistaISSN: 0022-0272 • E-ISSN: 1366-5839
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00220272.2025.2455690
OpenAlexW4406804110
IdiomaEN
Citas recibidas9
Referencias citadas45

The call for ‘bringing knowledge back in’, epitomized by the concept of powerful knowledge coined notably by Michael Young and Johan Muller, has significantly influenced the ‘knowledge turn’ in global educational landscapes. However, the way of thinking and theorizing about knowledge and the curriculum that underpins the project of ‘bringing knowledge back in’ has not received adequate attention in the literature. Using Muller’s article ‘The palimpsests of knowledge’ (this issue) as a starting point and referencing several key works by Young and Muller, this article examines the social realist approach to thinking and theorizing about knowledge and the curriculum, including its promises and limitations. Invoking Pädagogik and Didaktik, the article proposes an alternative approach that addresses these limitations and provides a foundation for articulating a model of a future-oriented, knowledge-rich curriculum—a model particularly pertinent to the ‘knowledge turn’ in the National Curriculum in England. The article concludes by calling for greater engagement with continental traditions of educational theory and theorizing

Curriculum · Curriculum development · Curriculum mapping · Curriculum studies · Curriculum theory · Education theory · Emergent curriculum · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Psychology