. 47, Michael Young, Knowledge and Curriculum, pp. Michael FD Young (2008) Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. knowledge-rich curriculum are seduced by the good intentions of ED Hirsch and his lists of ‘what every child should know’ (Hirsch, 2004). Michael Young’s work is central to debates about knowledge and the school curriculum. Michael Young, knowledge and curriculum: an international dialogue. 2005 Assistant- present Professor,CooperUnion,Irwin S. Chanin School of Architecture 2nd Year Undergraduate Design Studios and knowledge is made by learners in relation Michael Young, RA . MICHAEL YOUNG & JOHAN MULLER Introduction This article is concerned with ‘possible educational futures’, not as a futuristic or predictive exercise, but through an analysis of current trends in educational ... noclear curriculum exists. Teaching . Michael Young’s ideas about the school curriculum have proved to be enormously fertile, in particular his thinking about ‘powerful knowledge’ and his curious argument that the subject-based curriculum was a middle-class device designed in the eighteenth century to promote the interests of the rising bourgeoisie of the time. As a result, contemporary curriculum theory has little specific to say about how knowledge is selected, organized and transformed into curriculum content for teaching and learning.It is in this context that the Journal of Curriculum Studies (JCS) organized this symposium on the recent work of Michael Young (e.g. ABSTRACT. The paper thus traces two trajectories: the evolution of Michael Young’s ideas over time and South African curriculum reform in the post-apartheid period. This chapter examines the impacts of Michael Young’s curriculum theories on Chinese educational research and practices. 723-732. They interpret this MICHAEL YOUNG PROFESSOR OF SOCIOLOGY OF CURRICULUM, DEPARTMENT OF EDUCATION, PRACTICE AND SOCIETY, UCL IOE, UK issue 4 | autumn 2018 Impact 1 GETTY A knowledge-led curriculum: Curriculum Vitae . . Journal of Curriculum Studies: Vol. (2015). No questions are more fundamental to curriculum theory than what knowledge is of most worth, what schools should teach, and how knowledge(s) is selected, organized and transformed into the content of the curriculum (Deng & Luke, 2008). The paper addresses the question of what we should make of Michael Young’s recent work with respect to curriculum theory by considering the particular case of South African curriculum reform. In recent years he has renounced his early argument that school subjects represent the ‘knowledge of the powerful’, arguing instead that access and equality for all students are dependent on ensuring that all get access to ‘powerful knowledge’. Young’s work was first introduced in China in the 2000s; the constructivist approach he brought to the discussion of the curriculum and knowledge provides the theoretical reference for the curriculum reform conducted in China since the late 1990s. Young & Ayata, LLC . 117 9th St, Suite 203, Brooklyn, NY 11215 .