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School English and powerful knowledge: an exploration of two traditions

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

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School English and powerful knowledge: an exploration of two traditions. / Talbot, D.
In: English in Education, Vol. 58, No. 3, 31.07.2024, p. 275-290.

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

Harvard

Talbot, D 2024, 'School English and powerful knowledge: an exploration of two traditions', English in Education, vol. 58, no. 3, pp. 275-290. https://doi.org/10.1080/04250494.2024.2376577

APA

Talbot, D. (2024). School English and powerful knowledge: an exploration of two traditions. English in Education, 58(3), 275-290. https://doi.org/10.1080/04250494.2024.2376577

Vancouver

Talbot D. School English and powerful knowledge: an exploration of two traditions. English in Education. 2024 Jul 31;58(3):275-290. Epub 2024 Jul 18. doi: 10.1080/04250494.2024.2376577

Author

Talbot, D. / School English and powerful knowledge: an exploration of two traditions. In: English in Education. 2024 ; Vol. 58, No. 3. pp. 275-290.

Bibtex

@article{8d39c111650b4e6193fec898c11d0b08,
title = "School English and powerful knowledge: an exploration of two traditions",
abstract = "This article explores the tensions between the concept of powerful knowledge, developed by social realist scholars Michael Young, Leesa Wheelahan and others, and the history of thinking about school subject English. In it I outline why, since its inception, the study of literature has had an ambivalent relationship with the notion of academic knowledge. I then draw out three areas of tension between curriculum thinking in the “powerful knowledge” paradigm and prominent research scholarship in school subject English. I tentatively argue that, despite real differences, there are still areas of fruitful discussion around central questions pertaining to the nature of the curriculum and the rationale for school subject English.",
keywords = "English, Powerful knowledge, culture, experience, literature",
author = "D. Talbot",
year = "2024",
month = jul,
day = "31",
doi = "10.1080/04250494.2024.2376577",
language = "English",
volume = "58",
pages = "275--290",
journal = "English in Education",
issn = "0425-0494",
publisher = "Wiley-Blackwell",
number = "3",

}

RIS

TY - JOUR

T1 - School English and powerful knowledge: an exploration of two traditions

AU - Talbot, D.

PY - 2024/7/31

Y1 - 2024/7/31

N2 - This article explores the tensions between the concept of powerful knowledge, developed by social realist scholars Michael Young, Leesa Wheelahan and others, and the history of thinking about school subject English. In it I outline why, since its inception, the study of literature has had an ambivalent relationship with the notion of academic knowledge. I then draw out three areas of tension between curriculum thinking in the “powerful knowledge” paradigm and prominent research scholarship in school subject English. I tentatively argue that, despite real differences, there are still areas of fruitful discussion around central questions pertaining to the nature of the curriculum and the rationale for school subject English.

AB - This article explores the tensions between the concept of powerful knowledge, developed by social realist scholars Michael Young, Leesa Wheelahan and others, and the history of thinking about school subject English. In it I outline why, since its inception, the study of literature has had an ambivalent relationship with the notion of academic knowledge. I then draw out three areas of tension between curriculum thinking in the “powerful knowledge” paradigm and prominent research scholarship in school subject English. I tentatively argue that, despite real differences, there are still areas of fruitful discussion around central questions pertaining to the nature of the curriculum and the rationale for school subject English.

KW - English

KW - Powerful knowledge

KW - culture

KW - experience

KW - literature

U2 - 10.1080/04250494.2024.2376577

DO - 10.1080/04250494.2024.2376577

M3 - Journal article

VL - 58

SP - 275

EP - 290

JO - English in Education

JF - English in Education

SN - 0425-0494

IS - 3

ER -