Journal
BRITISH JOURNAL OF EDUCATIONAL STUDIES
Volume 63, Issue 1, Pages 5-22Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00071005.2014.983044
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Michael Young's work is central to debates about knowledge and the school curriculum. In recent years he has renounced his early argument that school subjects represent the 'knowledge of the powerful', arguing instead that access and equality for all students are dependent on ensuring that all get access to 'powerful knowledge'. This paper provides an interpretation of Young's work.
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