ABSTRACT

This paper argues that Young and Muller’s ‘powerful knowledge’ requires a more extensive conceptualization of the relation between knowledge and practice. However, rather than focus on the ‘practice turn’ in social theory as Carlgren has suggested, it is argued that what Rouse terms a ‘normative practice’ can help explicate the specialized activities that make powerful knowledge possible. The idea of normative practice provides a basis for the systematic revisability and specialized communities that are said to underpin powerful knowledge, while also illuminating how teachers recontextualise knowledge and reconciling the role of experience with other types of knowledge in a curriculum. Normative practice provides a basis for specialized and ‘knowledgeable’ purposeful practice which suggests that knowledge is never ‘for its own sake’, but always in pursuit of something ‘at stake’, although that which is at stake is always prospective. Furthermore, it is only through generating inclusive and participative forms of (normative) knowledgeable practice that communities can acquire the characteristics that enable knowledge to become meaningful and accessible to all in society without retreating into elitism and obsolescence.

摘要

本文认为，杨和穆勒的“强大的知识”需要对知识与实践之间的关系进行更广泛的概念化。然而，与其像卡尔格伦所建议的那样关注社会理论中的“实践转向”，有人认为劳斯所说的“规范实践”可以帮助解释使强大知识成为可能的专门活动。规范性实践的理念为系统的可修改性和专门的社区提供了基础，据说这些社区支持强大的知识，同时也阐明了教师如何将知识重新语境化，以及在课程中调和经验与其他类型知识的作用。规范实践为专门的和“知识渊博”的有目的的实践提供了基础，这表明知识永远不是“为了它自己的缘故”，但总是在追求“危在旦夕”的东西，尽管危在旦夕的东西总是前瞻性的。此外，只有通过产生包容性和参与性的（规范性）知识实践形式，社区才能获得使知识在社会中变得有意义和可供所有人使用的特征，而不会退回到精英主义和过时状态。