Knowledge and the Future School: Curriculum and Social Justice

by Michael Dunlop Young (Editor), David Lambert (Editor)

Written at a time of uncertainty about the implications of the English government's curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those training teachers to use when developing the curriculum of individual schools in the context of a national curriculum.

While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young's earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils.

Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.

Genres: Teaching

240 pages, Paperback

First published January 1, 2014

About the author

Michael Dunlop Young, Baron Young of Dartington, British sociologist, social activist and politician.

Reviews

[Elisabeth Marksteiner · Rating 4 out of 5]

A set of personal stories and observations of teaching and learning. This echoes much of what I’m reading where knowledge and particularly domain specific terminology was thrown out of the window with the dream of creativity in learning being relevance. Learning is not always fun and easy. High aspirations and scaffolding allow better outcomes for all. Set firmly in a UK context, there are general lessons here for all those interested in what makes a rich curriculum.

[Nikki Mcgee · Rating 5 out of 5]

I wish somebody has recommended this to me when it was first published. As a lefty trad I felt this book says everything I have been trying to say - just in a more coherent fashion than I every could. An essential read for any school leader