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Young, Michael; Muller, Johan – Review of Education, 2014
The aim of this paper is to explore and clarify the idea of "powerful knowledge" as a sociological concept and as a curriculum principle. The paper seeks to clarify its conceptual basis and to make its meaning and the arguments it implies, less ambiguous and less open to misunderstanding. This will enable us to suggest some of the…
Descriptors: Educational Sociology, Educational Principles, Concept Formation, Ambiguity (Context)
Muller, Johan; Young, Michael – Higher Education: The International Journal of Higher Education and Educational Planning, 2014
Several authors have suggested that the contract between the university and society formulated in the nineteenth century is breaking down, and a new relation between knowledge and society is being installed. This paper investigates what is at stake in this shift by re-visiting the roots of disciplinary knowledge, examining Durkheim's social…
Descriptors: Higher Education, Intellectual Disciplines, Knowledge Level, Universities
Young, Michael; Muller, Johan – Theory and Research in Education, 2007
The aim of this article is to reflect on and explore questions of truth and objectivity in the sociology of educational knowledge. It begins by reviewing the problems raised by the social constructivist approaches to knowledge associated with the "new sociology of education" of the I970s. It suggests that they have significant parallels…
Descriptors: Constructivism (Learning), Educational Sociology, Natural Sciences, Ethics