Maths Curriculum - Math bibliographies - in Harvard style

In-text: (Alderson, 2020)

Your Bibliography: Alderson, P., 2020. Powerful knowledge, myth or reality? Four necessary conditions if knowledge is to be associated with power and social justice. London Review of Education,.

In-text: (Beck, 2012)

Your Bibliography: Beck, J., 2012. Reinstating knowledge: diagnoses and prescriptions for England’s curriculum ills. International Studies in Sociology of Education, 22(1), pp.1-18.

In-text: (Bleazby, 2015)

Your Bibliography: Bleazby, J., 2015. Why some school subjects have a higher status than others: The epistemology of the traditional curriculum hierarchy. Oxford Review of Education, 41(5), pp.671-689.

In-text: (Carlgren, 2020)

Your Bibliography: Carlgren, I., 2020. Powerful knowns and powerful knowings. Journal of Curriculum Studies, 52(3), pp.323-336.

In-text: (Carlgren, 2020)

Your Bibliography: Carlgren, I., 2020. Powerful knowns and powerful knowings. Journal of Curriculum Studies, 52(3), pp.323-336.

In-text: (Catling and Martin, 2011)

Your Bibliography: Catling, S. and Martin, F., 2011. Contesting powerful knowledge : the primary geography curriculum as an articulation between academic and children%s (ethno‐) geographies. The Curriculum Journal, 22(3), pp.317-335.

In-text: (Constantinou, 2018)

Your Bibliography: Constantinou, F., 2018. Strong and weak ‘brands’ in the school curriculum: towards a framework for levelling the curriculum hierarchy. Research Papers in Education, 34(5), pp.553-568.

In-text: (Eaglestone, 2020)

Your Bibliography: Eaglestone, R., 2020. ‘Powerful knowledge’, ‘cultural literacy’ and the study of literature in schools. Impact, 2020(26), pp.2-41.

In-text: (Firth, 2011)

Your Bibliography: Firth, R., 2011. Making geography visible as an object of study in the secondary school curriculum. The Curriculum Journal, 22(3), pp.289-316.

In-text: (Nick Gibb: The importance of knowledge-based education, 2017)

Your Bibliography: GOV.UK. 2017. Nick Gibb: The importance of knowledge-based education. [online] Available at: <https://www.gov.uk/government/speeches/nick-gibb-the-importance-of-knowledge-based-education> [Accessed 8 August 2022].

In-text: (Education inspection framework, 2022)

Your Bibliography: GOV.UK. 2022. Education inspection framework. [online] Available at: <https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework> [Accessed 8 August 2022].

In-text: (Hudson, 2015)

Your Bibliography: Hudson, B., 2015. Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest. Éducation et didactique, (9-2), pp.119-133.

In-text: (Hudson, 2016)

Your Bibliography: Hudson, B., 2016. Boredom, alienation and anxiety in the maths classroom? Here's why. [online] The Conversation. Available at: <https://theconversation.com/boredom-alienation-and-anxiety-in-the-maths-classroom-heres-why-69570> [Accessed 8 August 2022].

In-text: (Hudson, 2018)

Your Bibliography: Hudson, B., 2018. Powerful knowledge and epistemic quality in school mathematics. London Review of Education,.

In-text: (Kohlhase, 2006)

Your Bibliography: Kohlhase, M., 2006. OMDoc -- an open markup format for mathematical documents. Berlin: Springer.

In-text: (Maude, 2017)

Your Bibliography: Maude, A., 2017. Geography and powerful knowledge: a contribution to the debate. International Research in Geographical and Environmental Education, 27(2), pp.179-190.

In-text: (Muller and Young, 2019)

Your Bibliography: Muller, J. and Young, M., 2019. Knowledge, power and powerful knowledge re‐visited. The Curriculum Journal, 30(2), pp.196-214.

In-text: (Wheelahan, 2015)

Your Bibliography: Wheelahan, L., 2015. Not just skills: what a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6), pp.750-762.

In-text: (Wheelahan, n.d.)

Your Bibliography: Wheelahan, L., n.d. Blending activity theory and critical realism to theorise the relationship between the individual and society and the implications for pedagogy.

In-text: (White, 2018)

Your Bibliography: White, J., 2018. The weakness of 'powerful knowledge'. London Review of Education,.

In-text: (Wrigley, 2018)

Your Bibliography: Wrigley, T., 2018. ‘Knowledge’, curriculum and social justice. The Curriculum Journal, 29(1), pp.4-24.

In-text: (Young and Muller, 2013)

Your Bibliography: Young, M. and Muller, J., 2013. On the powers of powerful knowledge. Review of Education, 1(3), pp.229-250.

In-text: (Young and Muller, 2016)

Your Bibliography: Young, M. and Muller, J., 2016. Curriculum and the specialisation of knowledge. London: Routledge.

In-text: (Young and Muller, 2016)

Your Bibliography: Young, M. and Muller, J., 2016. Curriculum and the specialisation of knowledge. London: Routledge.

In-text: (YOUNG and MULLER, 2010)

Your Bibliography: YOUNG, M. and MULLER, J., 2010. Three Educational Scenarios for the Future: lessons from the sociology of knowledge. European Journal of Education, 45(1), pp.11-27.

In-text: (Young, 2008)

Your Bibliography: Young, M., 2008. Bringing knowledge back in. London: Routledge.

In-text: (Young, 2013)

Your Bibliography: Young, M., 2013. Overcoming the crisis in curriculum theory: a knowledge-based approach. Journal of Curriculum Studies, 45(2), pp.101-118.

In-text: (Young, 2014)

Your Bibliography: Young, M., 2014. What is a curriculum and what can it do?. The Curriculum Journal, 25(1), pp.7-13.

In-text: (Young, 2015)

Your Bibliography: Young, M., 2015. Curriculum theory and the question of knowledge: a response to the six papers. Journal of Curriculum Studies, 47(6), pp.820-837.

In-text: (Zipin, Fataar and Brennan, 2015)

Your Bibliography: Zipin, L., Fataar, A. and Brennan, M., 2015. Can Social Realism do Social Justice? Debating the Warrants for Curriculum Knowledge Selection. Education as Change, 19(2), pp.9-36.