School English and powerful knowledge
An exploration of two traditions
Bibliographic Data
| ID | 21548044 |
|---|---|
| Authors | Daniel Talbot (0000-0002-5505-4474, student in Education and Social Justice, University of Lancaster, Lancaster, UK, corresponding author) |
| Year | 2024 |
| Volume | 58 |
| Issue | 3 |
| Pages | 275-290 |
| Publication date | 2024-07-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | English in Education (JOURNAL) |
| Journal identifiers | ISSN: 0425-0494 • E-ISSN: 1754-8845 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/04250494.2024.2376577 |
| OpenAlex | W4400776319 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
This article explores the tensions between the concept of powerful knowledge, developed by social realist scholars Michael Young, Leesa Wheelahan and others, and the history of thinking about school subject English. In it I outline why, since its inception, the study of literature has had an ambivalent relationship with the notion of academic knowledge. I then draw out three areas of tension between curriculum thinking in the “powerful knowledge” paradigm and prominent research scholarship in school subject English. I tentatively argue that, despite real differences, there are still areas of fruitful discussion around central questions pertaining to the nature of the curriculum and the rationale for school subject English
Ambivalence · Curriculum · English literature · Epistemology · Literature · Mathematics education · Pedagogy · Political science · Scholarship · Sociology · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Psychology · Social Psychology
The social mission of English criticism, 1848-1932
Knowledge, power and powerful knowledge re‐visited
Powerful knowledge and knowledgeable practice
What is Knowledge in English and Where Does it Come From
Culture, Knowledge and Power
What Do We Want Students to Know from Being Taught a Poem
Practise and repeat, or practice and critique? A story of learning, feeling and resistance in teacher education
‘We’re Not Building Worker Bees.’ What Has Happened to Creative Practice in England Since the Dartmouth Conference of 1966
What Kind of ‘Knowledge’ is English? (Re-reading the Newbolt Report)
English Teachers and Research
Learning under Lockdown
What Are (English) Lessons For
Literary English and the Challenge of Multimodality
Three Educational Scenarios for the Future
On the powers of powerful knowledge
Knowledge and racial violence
Even the dead will not be safe’
Knowledge and the Curriculum in the Sociology of Education
Institutionalizing English Literature
Forms of knowledge and curriculum coherence
Depicting and researching disciplines
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |