Abstract

YOUNG, Michael F. D.. Why knowledge matters for the schools of the 21st century?. Cad. Pesqui. [online]. 2016, vol.46, n.159, pp.18-37.  Epub Jan 07, 2016. ISSN 1980-5314.  https://doi.org/10.1590/198053143533.

In this paper I document the trend in both educational policy and thought in England. Instead of seeing knowledge as a source of freedom as the great philosopher of the Enlightenment would have argued, there is a worrying tendency to trust experience and see knowledge as something to be "freed from". I will explore an alternative to this "fear of knowledge" with the idea that the curriculum of schools should represent all a student or pupil's entitlement to what I will refer to as "powerful knowledge". This requires a clarification of both concepts, "power" and "knowledge". To do this I shall make reference to the concept of "powerful knowledge" as a curriculum principle, the idea that all pupils are "entitled to access to powerful knowledge" and that it is important to distinguish between a national curriculum and a school curriculum and the concepts of curriculum and pedagogy.

Keywords : Knowledge; School Curriculum; Curriculum Theory; England.

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