Powerful knowledge, esoteric knowledge, curriculum knowledge

Bringing teaching back in: The Norwegian NOUThe school of the futurein light of the Allgemeine Didaktik theory of Wolfgang Klafki

“…Further, it can be argued contrary to what the NOU claims, that the competencebased system of accountability threatens teachers' professional autonomy (Beck, 2013;Deng, 2015b;Hopmann, 2007;Mausethagen, 2013;Young & Muller, 2010). This is one of the concerns of Young and collegues, which will be discussed briefly below.…”

“…But the most important warning Young gives is the danger of elitism this trend of educational policy can lead to. This new elitism does not take the form of a traditional objectivist view of knowledge and the promotion of the children of the elites, but an elitism that hides itself behind 'talents' and 'abilities' (Beck, 2013;Young & Muller, 2010). Competence-based education can result in increased individualisation in teaching (Hö rmann, 2011;Tanner, 2013) and thus students may blame themselves for low achievements.…”

“…The result is a devaluation of academic knowledge and traditional school subjects, to the advantage of the stipulation of curricular content in generic terms, usually skill-or outcome (Young & Muller, 2010). Reformulations of knowledge as skills, outcomes or competences can lead to elitism, as the high culturation of the elites is hidden as individual 'talent' and 'abilities' (Beck, 2013). Young and collegues, the advocates of the concept of 'powerful knowledge', argue that academic school subjects should be prominent in school curricula, making students able to generalise beyond their experience as a result of engaging with the concepts of disciplinary knowledge (Deng, 2015b;Wyse et al, 2014).…”

Pedagogising Knowledge in Multigrade Roma Schools: Potentials and Tensions of Innovation

“…(Singh's summary of Berstein, 2002, p. 577) These 'privileged and privileging pedagogical texts' are supposed to be recontextualised by teachers, while their ideas about authentic pedagogical content hardly ever reach decision makers. Beck (2013) integrates and further develops the ideas of Bourdieu and Bernstein when he shows how transmitting 'the knowledge of the powerful' -authorised by those in power, in most cases educational policy makers and their experts -completely fails to reach the socially disadvantaged. He offers a sophisticated interpretation of similarities and differences between powerful knowledge and the knowledge of the powerful.…”

“…The brief overview of this article about the fate of Hungarian Roma is that they are losers in the battle for knowledge capital and they are deprived of education beyond the minimum required for entering the unskilled labour force. One of the main reasons of the failure of 'remedial' or 'special' education for Roma students offered by Hungarian schools is that their aim is to teach a diluted version of a national curriculum based on esoteric or elitist knowledge, or on what Beck (2008Beck ( , 2013 calls 'the knowledge of the powerful'. When embarking on a 're-pedagogisation' of existing curricula and developing new contents and modes of learning intended to bring discipline-and domain-specific expert knowledge closer to the mundane or metacognitive knowledge young Roma possess in abundance, it is important to consider the social roots of all such pedagogical interventions.…”