The Role of Policy in Philosophy of Education: An Argument and an Illustration

Authors

  • John White


Correspondence: John White, London University Institute of Education, London WC1H 0AL, UK.

Email: john.white@ioe.ac.uk

Abstract

The article consists of a general section looking at changes since the 1960s in the links between philosophy of education and policy-making, followed by a specific section engaging in topical policy critique. The historical argument claims that policy involvement was far more widespread in our subject before the mid-1980s than it has been since then, and discusses various reasons for this change. The second section is a close examination of the Expert Panel's December 2011 recommendations on the future of the English National Curriculum. Embedded in this is a critique of Michael Young's influential notion of ‘powerful knowledge’.

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