This article explores the usefulness of Maude's translation of Young's idea of powerful knowledge into geography education. Maude's classification of five types of powerful knowledge in geography education was used to analyse the written curriculum of the 'human and society' interdisciplinary domain in four schools in the Netherlands. The…

Certain policy areas with considerable impact on young people's educational experiences and achievements, notably assessment and qualifications, do not involve consultation with young people to any meaningful extent. Findings from a national study, which included focus groups with 243 students in the 14-19 phase, are presented with respect to…

Despite the fact that students are often articulate about qualifications policy matters, their perspectives are rarely listened to. This is because governments shape qualifications policy according to pre-set beliefs and are unwilling to countenance dissonant or outsider views. Using the Diploma qualification and inclusion of vocational…