Towards Powerful Educational Knowledge

Jim Hordern is a Senior Lecturer at the University of Bath, Senior Research Fellow at the University of Plymouth and Visiting Professor at the University of Derby. His research interests are in educational knowledge and practice.Johan Muller is Professor Emeritus of Curriculum in the School of Education, and a senior research scholar at the University of Cape Town. He has published in the area of curriculum theory and policy, focusing on schooling and higher education. His most recent book, Curriculum and the Specialisation of Knowledge with Michael Young, was published in 2016.Zongyi Deng is Professor of Curriculum and Pedagogy at the Institute of Education (IOE), University College London (UCL). He is also an executive editor of the Journal of Curriculum Studies (JCS) and has held faculty positions at Nanyang Technological University and the University of Hong Kong. His interest areas include curriculum content or subject matter, curriculum theory, didactics (Didaktik), curriculum policy and reform, and comparative and international education.

• PrefaceIntroduction: Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and DidaktikJim Hordern, Johan Muller and Zongyi Deng1. Rethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England Brian Barrett and Jim Hordern2. A pedagogic compact: retrieving ‘powerful’ educational knowledge from Didaktik and curriculum studies Johan Muller and Ursula Hoadley3.Constructing ‘powerful’ curriculum theoryZongyi Deng4. The shifting powers of educational knowledge: power relations between sociology and economics of education Stephanie Allais and Yael Shalem5. Analysing micro-credentials in higher education: a Bernsteinian analysis Leesa Wheelahan and Gavin Moodie6. Powerful educational knowledge through Subject Didactics and General Subject Didactics. Recent developments in German-speaking countriesHelmut Johannes VollmerAfterword: Bridging divides in educational theory? Michael Young