Takayama, Keita

2016

Whose knowledge is of most worth is a question that critical scholars of school knowledge and education policy have posed for some time (Apple, 1979, 2000, 2006a; Apple & Christian-Smith, 1991; Buras, 2008; Buras & Apple, 2006; Cornbleth & Waugh, 1995; Lipman, 2004; McCarthy, 1998; Whitty, 1985). This line of analysis has shown how a particular kind of knowledge becomes legitimized ( officialized) in schools, the process both shaping and shaped by the larger unequal power relationships and history of social movements. Drawing on Antonio Gramsci's notion of hegemony and Raymond William's selective tradition, these scholars have demonstrated that while the dominant groups are more likely to shape the content and form of school knowledge to maintain their dominance, they do not achieve total domination. Hegemony is won through partial incorporation of subordinate groups' experience and interests through which the dominant group generates their consent to its rule (Apple & Christian-Smith, 1991).

The Strong State and Curriculum Reform: Assessing the Politics and Possibilities of Educational Change in Asia, p. 161-179

9781138825062

9781315740164

https://hdl.handle.net/1959.11/19061

en

Routledge

Routledge Research in Education Policy and Politics

1

Provincializing and globalizing critical studies of school knowledge: Insights from the Japanese history textbook controversy over 'comfort women'

Book Chapter

Publication