Beck, J. (2013) 'Powerful knowledge, esoteric knowledge, curriculum knowledge', Cambridge Journal of Education, 43(2), 177-93.
Brooks, C. (2018) 'Understanding conceptual knowledge in geography', in Jones, M. and Lambert, D. (eds.) Debates in Geography Education. 2nd edn. Abingdon Oxon: Routledge, pp.103-114.
Butt, G. (2017) 'Debating the place of knowledge within geography education: reinstatement, reclamation or recovery?' in Brooks, C., Butt, G. and Fargher, M. (eds.) The Power of Geographical Thinking. Switzerland: Springer, pp.13-26.
Firth, R. (2013) ‘What constitutes knowledge in geography?’ in Lambert, D. and Jones, M. (eds.) Debates in Geography Education. Abingdon: Routledge, pp.59-74.
Maude, A. (2016) 'What might powerful geographical knowledge look like?', Geography, 101(2), 70–76.
Puttick, S. (2015) 'Recontextualising knowledge for lessons', Teaching Geography, 40(1), 29-31.
Rata, E. (2012) ‘The politics of knowledge in education’, British Educational Research Journal, 38(1), 103–124.
Roberts, M. (2014) ‘Policy and Practice: Powerful knowledge and geographical education’, The Curriculum Journal, 25(2), 187-209.
Vernon, E. (2016) ‘The structure of knowledge: Does theory matter?’, Geography, 101(2), 100–104.
Young, M. (2008) Bringing knowledge back in: from social constructivism to social realism in the sociology of education. London: Routledge.
Young, M., Lambert, D., Roberts, C. and Roberts, M. (2014) Knowledge and the Future School: Curriculum and social justice. London: Bloomsbury Academic.
Brooks, C. (2018) 'Understanding conceptual knowledge in geography', in Jones, M. and Lambert, D. (eds.) Debates in Geography Education. 2nd edn. Abingdon Oxon: Routledge, pp.103-114.
Butt, G. (2017) 'Debating the place of knowledge within geography education: reinstatement, reclamation or recovery?' in Brooks, C., Butt, G. and Fargher, M. (eds.) The Power of Geographical Thinking. Switzerland: Springer, pp.13-26.
Firth, R. (2013) ‘What constitutes knowledge in geography?’ in Lambert, D. and Jones, M. (eds.) Debates in Geography Education. Abingdon: Routledge, pp.59-74.
Maude, A. (2016) 'What might powerful geographical knowledge look like?', Geography, 101(2), 70–76.
Puttick, S. (2015) 'Recontextualising knowledge for lessons', Teaching Geography, 40(1), 29-31.
Rata, E. (2012) ‘The politics of knowledge in education’, British Educational Research Journal, 38(1), 103–124.
Roberts, M. (2014) ‘Policy and Practice: Powerful knowledge and geographical education’, The Curriculum Journal, 25(2), 187-209.
Vernon, E. (2016) ‘The structure of knowledge: Does theory matter?’, Geography, 101(2), 100–104.
Young, M. (2008) Bringing knowledge back in: from social constructivism to social realism in the sociology of education. London: Routledge.
Young, M., Lambert, D., Roberts, C. and Roberts, M. (2014) Knowledge and the Future School: Curriculum and social justice. London: Bloomsbury Academic.