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Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge. / Talbot, D.
In: Journal of Curriculum Studies, Vol. 55, No. 6, 02.11.2023, p. 633-645.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Talbot, D 2023, 'Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge', Journal of Curriculum Studies, vol. 55, no. 6, pp. 633-645. https://doi.org/10.1080/00220272.2023.2256009

APA

Talbot, D. (2023). Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge. Journal of Curriculum Studies, 55(6), 633-645. https://doi.org/10.1080/00220272.2023.2256009

Vancouver

Talbot D. Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge. Journal of Curriculum Studies. 2023 Nov 2;55(6):633-645. Epub 2023 Sept 21. doi: 10.1080/00220272.2023.2256009

Author

Talbot, D. / Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge. In: Journal of Curriculum Studies. 2023 ; Vol. 55, No. 6. pp. 633-645.

Bibtex

@article{68d256172d3e4ac5aea093ad12eb84ee,
title = "Knowledge, knowers, and power: understanding the {\textquoteleft}power{\textquoteright} of powerful knowledge",
abstract = "This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional environment of schools. I then give a detailed account of its origins in social realism before exploring different iterations of the concept in recent academic work. The second half of the article seeks to develop the idea of {\textquoteleft}power{\textquoteright} in powerful knowledge by engaging with the criticisms of philosopher John White. I do this by bringing in the philosophical work on the concept of power offered by Peter Morriss. I conclude that Morriss{\textquoteright} analysis of power can help reveal why {\textquoteleft}power{\textquoteright} is best seen as a disposition to effect certain ends. I suggest that this helps resolve some of the concerns of White and provides a template for how to think about powerful knowledge going forward.",
keywords = "Powerful knowledge, social realism, educational knowledge, Young, White",
author = "D. Talbot",
year = "2023",
month = nov,
day = "2",
doi = "10.1080/00220272.2023.2256009",
language = "English",
volume = "55",
pages = "633--645",
journal = "Journal of Curriculum Studies",
issn = "0022-0272",
publisher = "Taylor and Francis Ltd.",
number = "6",

}

RIS

TY - JOUR

T1 - Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge

AU - Talbot, D.

PY - 2023/11/2

Y1 - 2023/11/2

N2 - This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional environment of schools. I then give a detailed account of its origins in social realism before exploring different iterations of the concept in recent academic work. The second half of the article seeks to develop the idea of ‘power’ in powerful knowledge by engaging with the criticisms of philosopher John White. I do this by bringing in the philosophical work on the concept of power offered by Peter Morriss. I conclude that Morriss’ analysis of power can help reveal why ‘power’ is best seen as a disposition to effect certain ends. I suggest that this helps resolve some of the concerns of White and provides a template for how to think about powerful knowledge going forward.

AB - This article seeks to contribute to recent theorizing around the concept of powerful knowledge. I begin with a discussion of the current use of the term in both academia and the wider institutional environment of schools. I then give a detailed account of its origins in social realism before exploring different iterations of the concept in recent academic work. The second half of the article seeks to develop the idea of ‘power’ in powerful knowledge by engaging with the criticisms of philosopher John White. I do this by bringing in the philosophical work on the concept of power offered by Peter Morriss. I conclude that Morriss’ analysis of power can help reveal why ‘power’ is best seen as a disposition to effect certain ends. I suggest that this helps resolve some of the concerns of White and provides a template for how to think about powerful knowledge going forward.

KW - Powerful knowledge

KW - social realism

KW - educational knowledge

KW - Young

KW - White

U2 - 10.1080/00220272.2023.2256009

DO - 10.1080/00220272.2023.2256009

M3 - Journal article

VL - 55

SP - 633

EP - 645

JO - Journal of Curriculum Studies

JF - Journal of Curriculum Studies

SN - 0022-0272

IS - 6

ER -