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We would argue that those who privilege academic knowledge and perceive it as being ‘superior’ to the ‘inferior’ everyday knowledge are, in effect, ‘Othering’ and diminishing the everyday, and children alongwith it, in a way that is similar to western ‘Othering’ of the East or South (Said 1985). This seems an apposite comparison to make because, in colonial times, the ‘Other’ was often portrayed by the West as childlike, without rules or governing structures, and thus naı¨ve and in need of the pater-nalistic hand of theWest to develop. In this respect powerful knowledge is no different from the knowledge of the powerful that Young aims to distance himself from, a point supported by Begg in his observation that: