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them will not have the opportunity to acquire at home or socially, and enables social mobility. In other words, Young’s argument is one of social justice. However, unlike Moore and Muller (1999), he does not go on to dismiss completely voice discourse. Instead he proposes amiddle way that recognises ‘the inescapable role of experience in the production of new knowledge’ (Young 2008, 2011) and that sees this as a valid starting point from which more academic, abstract knowledge can be developed. This is achieved through a Vygotskian social constructivist pedagogy that connects everyday, naı¨ve knowledge to the more abstract scientific concepts that are inherent in subjects. In Young’s view, consideration of knowledge and the curriculum cannot be done without consideration of pedagogy since how knowledge is acquired (everyday, tacit) relates directly to how it can then become organised (codified, abstract) within the curriculum:

It follows that just as the sociology of knowledge is inseparable from the sociology of learning, so the study of the curriculum is inseparable from the study of learning and pedagogy. (Young 2008, 13)

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