Schooling and the ownership of knowledge

Abstract This article considers the relationship between ‘school’ and ‘non-school knowledge’ and the classroom power imbalances they represent. The author critiques ways in which this distinction has been treated by earlier authors, arguing that ‘non-school’ or ‘owned’ knowledge has been defined simply as a negative of ‘school knowledge’, and that this does not aid our thinking in this area. She suggests that a key aspect of ‘owned knowledge’ is that students should have access to the power it represents, but that power-knowledge relationships within and outside of schools make this difficult to achieve.

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