This paper explores the knowledge conceptions in teachers' curriculum making within a classroom perspective through a lens of social realist theory. Curriculum making is conceptualised as a process that occurs between students, teachers, knowledge content and contextual factors, in which teachers must balance various priorities and knowledge…

This article extends the authors' earlier work (Young & Muller 2013) exploring the concept of 'powerful knowledge'. It first examines some of the origins of the concept and goes on to a brief consideration of how sociology, political theory and economics have traditionally represented 'power' and 'knowledge'. Two key senses of power are…