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Foster Watson: 1860–1929 |
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| Abstract: | ABSTRACTMichael 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. |
| Keywords: | Michael Young curriculum knowledge school subjects sociology of education |