Deng, Zongyi;
(2025)
Knowledge and curriculum: towards an
educational and Didaktik/curriculum way of
thinking and theorizing.
Journal of Curriculum Studies
, 57
(1)
pp. 64-77.
10.1080/00220272.2025.2455690.
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Abstract
The call for ‘bringing knowledge back in’, epitomized by the concept of powerful knowledge coined notably by Michael Young and Johan Muller, has significantly influenced the ‘knowledge turn’ in global educational landscapes. However, the way of thinking and theorizing about knowledge and the curriculum that underpins the project of ‘bringing knowledge back in’ has not received adequate attention in the literature. Using Muller’s article ‘The palimpsests of knowledge’ (this issue) as a starting point and referencing several key works by Young and Muller, this article examines the social realist approach to thinking and theorizing about knowledge and the curriculum, including its promises and limitations. Invoking Pädagogik and Didaktik, the article proposes an alternative approach that addresses these limitations and provides a foundation for articulating a model of a future-oriented, knowledge-rich curriculum—a model particularly pertinent to the ‘knowledge turn’ in the National Curriculum in England. The article concludes by calling for greater engagement with continental traditions of educational theory and theorizing.
| Type: | Article |
|---|---|
| Title: | Knowledge and curriculum: towards an educational and Didaktik/curriculum way of thinking and theorizing |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/00220272.2025.2455690 |
| Publisher version: | https://doi.org/10.1080/00220272.2025.2455690 |
| Language: | English |
| Additional information: | Copyright © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Pädagogik; Didaktik; education as a discipline; curriculum; powerful knowledge |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10211456 |
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