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Muller, Johan; Young, Michael – Curriculum Journal, 2019
This article extends the authors' earlier work (Young & Muller 2013) exploring the concept of 'powerful knowledge'. It first examines some of the origins of the concept and goes on to a brief consideration of how sociology, political theory and economics have traditionally represented 'power' and 'knowledge'. Two key senses of power are…
Descriptors: Power Structure, Knowledge Level, Politics, Humanities
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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
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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
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Guile, David; Young, Michael – Journal of Vocational Education and Training: The Vocational Aspect of Education, 1998
Drawing on recent work extending Vygotsky's Zone of Proximal Development and activity theory, the article proposes that apprenticeship be reconceptualized as a more inclusive social theory of learning. Suggests the need for new criteria for reflexive learning. (SK)
Descriptors: Apprenticeships, Education Work Relationship, Learning Theories, Social Theories
Young, Michael – 1988
The topic of this paper is the "new sociology of education" (NSOE) and its origins in the early 1970's. One aim of this paper is to argue that the regressive return to a rigid and ahistorical academic curriculum is not the only alternative. A second theme is the suggestion that the NSOE took a highly unreflective view of the role of…
Descriptors: Academic Education, Curriculum, Curriculum Development, Democracy