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ERIC Number: EJ1084427
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0022-0272
Michael Young and the Curriculum Field in South Africa
Hoadley, Ursula
Journal of Curriculum Studies, v47 n6 p733-749 2015
The paper addresses the question of what we should make of Michael Young's recent work with respect to curriculum theory by considering the particular case of South African curriculum reform. The paper thus traces two trajectories: the evolution of Michael Young's ideas over time and South African curriculum reform in the post-apartheid period. The paper shows how the two trajectories have run in parallel, not least because of Young's ongoing involvement and interest in South Africa. Three broad periods in Young's career are identified: the new sociology of education period; a middle period where he engaged in substantial policy work, focusing predominantly on the relation between schooling and the economy; and his social realist phase, where much of his work has focused on an educational notion of specialized knowledge: "powerful knowledge". The possibilities and limitations of this notion as it has been taken up in the research literature, and in relation to the South African case, are explored.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa