1st Edition

Sociology, Curriculum Studies and Professional Knowledge New Perspectives on the Work of Michael Young

Edited By David Guile, David Lambert, Michael J. Reiss Copyright 2018
    306 Pages 4 B/W Illustrations
    by Routledge

    This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day. It provides a critical analysis of his work and the uses to which it has been put in the UK and internationally, discussing implications for debates on the purpose of education and how school curricula, as well as programmes in other educational settings, could be run and teaching undertaken, based on his contribution.

    Following Michael’s long and distinguished career – dating back to before Knowledge and Control: New Directions for the Sociology of Education, which Michael edited in 1971 – recent years have seen an upsurge in both academic and policy interest in his work, including the new concern he expressed for knowledge in his 2007 book Bringing Knowledge Back In.

    The book concludes with an appreciation and a response to the authors from Michael Young and a Coda from Charmian Cannon, who was on the Institute of Education panel that appointed Michael to his post in 1967. This timely book is a unique critique and celebration, written by experts whose own careers have been affected by Michael, and will appeal to all those with an interest in the work of Michael Young.

    David Guile, David Lambert and Michael J Reiss

    Consistency, contradiction and ceaseless enquiry in the work of Michael Young


    Section 1: Sociology of Education

    Geoff Whitty

    Taking subject knowledge out and putting it back in again? A journey in the company of Michael Young

    Johan Muller

    The New Organon of Michael Young

    John Beck

    ‘Beyond the present and the particular’: Similarities and differences between Michael Young’s and Charles Bailey’s arguments for the public provision of liberating forms of education for all

    Antonia Kupfer and Hugh Lauder

    Powerful sociological knowledge? An analysis of the British Sociological Association and the sociology school curriculum in England

    Elizabeth Rata

    A Durkeimian approach to knowledge and democracy

    Jan Derry

    What is educationally worthwhile knowledge? Revisiting the case for powerful knowledge

    Wen Wen and Weihe Xie

    Michael Young’s influence on the sociology of education


    Section 2: Curriculum Studies

    John Morgan

    Michael Young and the crises of capitalism

    Michael J Reiss

    The curriculum arguments of Michael Young and John White

    David Lambert

    The road to Future 3: The case of geography

    David Scott

    Powerful knowledge and the formal curriculum

    Tim Oates

    Powerful knowledge – moving us all forwards or backwards?

    Lyn Yates

    ‘Making’ and ‘taking’ problems: The curriculum field and Michael Young


    Section 3: Professional/Vocational Knowledge and Education

    David Guile

    Professional knowledge in the 21st century: ‘Immaterial’ labour and its challenge for the ‘trinary’

    Ken Spours

    From the ‘general’ to the ‘organic’ intellect: Reflections on the concepts of specialization and the curriculum of the future

    Stephanie Allais

    Learning from qualification reform: The value and limitations of the notion of powerful knowledge

    Leesa Wheelahan

    Theorising the conditions for theoretical knowledge in vocational education

    Jeanne Gamble

    Conceptualising vocational knowledge: The high road and the middle road


    Section 4

    Michael Young

    An appreciation and a response

    Charmian Cannon



    David Guile is Professor of education and work at the UCL Institute of Education, University of London, UK.

    David Lambert is Professor of geography education at the UCL Institute of Education, University of London, UK.

    Michael Reiss is Professor of science education at the UCL Institute of Education, University of London, UK.