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This collection explores why powerful knowledge matters for social justice and discusses its implications for curriculum and pedagogy. The contributors argue that the purpose of education is to provide all students with access to powerful knowledge so that they acquire the means to move beyond their experiences and enhance their lives.

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1. Introduction: Knowledge and the Future of the Curriculum; Elizabeth Rata and Brian Barrett 2. Social Realism and the Problem of the Problem of Knowledge in the Sociology of Education; Rob Moore 3. On the Powers of Powerful Knowledge; Michael Young and Johan Muller 4. Powerful Knowledge, Esoteric Knowledge, Curriculum Knowledge; John Beck 5. Knowledge and Democracy: The Strife of the Dialectic; Elizabeth Rata 6. Risky Business: The Marginalisation of Knowledge in American Education Reform since A Nation at Risk; Brian Barrett 7. The Missing ´Voice´ of Knowledge in Knowledge and Skills; Chris Corbel 8. Pathways to Powerful Knowledge: A Case for Music´s ´Voice´; Graham McPhail 9. ´Neither Existence nor Future´: The Social Realist Challenge to School Geography; John Morgan 10. Powerful Knowledge in History: Disciplinary Strength or Weakened Episteme?; Barbara Ormond 11. Sequencing Rules as a Condition of Knowledge Structure; Jeanne Gamble 12. Building Knowledge: The Significance of Semantic Waves; Karl Maton 13. Practical Knowledge of Teaching: What Counts?; Yael Shalem and Lynn Slonimsky

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"Knowledge and the Future of the Curriculum, packs in a collection of ´powerful´ analyses from seminal scholars working in diverse areas of research and international contexts, and who share a common vision for what a future-oriented curriculum must look like if it is to be both socially just and truly progressive ... The book will be of particular interest to graduate schools of education seeking rigorous programs of study, especially considering the rich theoretical framework presented and the application of the framework to various debates occurring in the field as well as to various research programs." - International Studies in Sociology of Education

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John Beck, University of Cambridge, UK Chris Corbel, University of Melbourne, Australia Jeanne Gamble, University of Cape Town, South Africa Karl Maton, University of Sydney, Australia Graham McPhail, University of Auckland, New Zealand Rob Moore, University of Cambridge, UK John Morgan, University of Auckland, New Zealand Johan Muller, University of Cape Town, South Africa Barbara Ormond, University of Auckland, New Zealand Yael Shalem, University of the Witwatersrand, South Africa Lynne Slonimsky, University of the Witwatersrand, South Africa Michael Young, University of London, UK

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