Powerful knowledge, disciplinary knowledge, curriculum knowledge: educational knowledge in question

This paper traces the sociological roots of the 'knowledge turn' and a concept centrally identified with it, 'powerful knowledge, beginning with the work of Basil Bernstein which was subsequently elaborated in a wide range of contexts-of-use in the broad field of curriculum studies. The paper distinguishes different reasons educators have for engaging with curriculum which the paper classifies into 'curriculum of and 'curriculum for: It goes on to discuss the particular pathos of specialised knowledge, and suggests ways of dealing with it; and concludes by suggesting paths going forward for bringing curriculum theory and subject didactics into productive dialogue