Journal
CURRICULUM JOURNAL
Volume 25, Issue 2, Pages 187-209Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09585176.2014.894481
Keywords
curriculum; everyday knowledge; geographical education; pedagogy; powerful knowledge
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Michael Young has argued that pupils should be given access to 'powerful knowledge'. This article examines the extent to which his concept of powerful knowledge is applicable to geographical education, in particular to the study of urban geography. It explores the distinction Young makes between everyday and school knowledge, how this relates to geographical education and to the academic subject of geography. It then considers the extent to which geographical disciplinary knowledge has the characteristics of powerful knowledge. Finally, it raises issues related to curriculum and pedagogy.
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