Exercise and intervention: On the sociology of powerful knowledge | Zendy

Jim Hordern | Zendy

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Exercise and intervention: On the sociology of powerful knowledge

Author(s) -

Jim Hordern

Publication year - 2019

Publication title -

london review of education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.326

H-Index - 21

eISSN - 1474-8479

pISSN - 1474-8460

DOI - 10.18546/lre.17.1.03

Subject(s) - sociology of knowledge , salient , sociology , intervention (counseling) , white (mutation) , curriculum , epistemology , sociology of education , subject matter , subject (documents) , social science , psychology , pedagogy , political science , philosophy , law , biochemistry , chemistry , psychiatry , library science , computer science , gene

This article discusses John White's recent critique of the notion of 'powerful knowledge'. It is argued that White raises some salient points but overlooks the genesis of powerful knowledge as an idea and its debt to Durkheim and Bernstein. It is suggested that the work of Michael Young and others on powerful knowledge can be understood as both an exercise in the sociology of educational knowledge and an intervention in debates about the curriculum. Explicating the relationship between exercise and intervention sheds further light on White's critique and its subject matter.

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