{"title":"School English and powerful knowledge: an exploration of two traditions","authors":"Daniel Talbot","doi":"10.1080/04250494.2024.2376577","DOIUrl":null,"url":null,"abstract":"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 schoo...","PeriodicalId":44722,"journal":{"name":"English in Education","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"English in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/04250494.2024.2376577","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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Abstract
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 schoo...
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