In this essay we outline three related ways of furthering Michael Young’s research programme. Firstly, we have sought to develop the distinction between powerful knowledge and knowledge of the powerful, by examining the criteria by which we may identify the interests of the powerful rather than the cognitive interests relating to powerful knowledge. Secondly, we have applied the account of knowledge of the powerful to the examination of the British Sociological Association (BSA) and A Level curricula in relation to the development and teaching of sociology. Thirdly, we have sought to develop his notion of the social conditions for powerful knowledge by articulating a promising direction in understanding its epistemic structure. We make the assumption that Young’s research programme needs both sociology and philosophy of science for its development, as much for the empirical application of the programme as for its theoretical progress.
|Title of host publication||Sociology, Curriculum Studies and Professional Knowledge|
|Subtitle of host publication||New Perspectives on the Work of Michael Young|
|Editors||David Guile, David Lambert, Michael J. Reiss|
|Number of pages||16|
|Publication status||Published - 10 Aug 2017|
Kupfer, A., Lauder, H., Guile, D. (Ed.), Reiss , M. (Ed.), & Lambert, D. (Ed.) (2017). Powerful sociological knowledge? An analysis of the British Sociological Association and the Sociology School Curriculum in England. In D. Guile, D. Lambert, & M. J. Reiss (Eds.), Sociology, Curriculum Studies and Professional Knowledge: New Perspectives on the Work of Michael Young Routledge. https://doi.org/10.4324/9781315560410