ABSTRACT
This chapter builds on the arguments of Chapter 2 by suggesting (i) specialised educational knowledge and expertise is necessary for well-founded educational activity and education policy; and (ii) the forms of practice identified in Chapter 2 are a condition for the development and ongoing iteration of specialised educational knowledge. The chapter will explore debates about educational knowledge and expertise, drawing in particular on the work of Durkheim, Bernstein, and Young and Muller, in the context of a view of educational knowledge as integrated propositional knowledge, inferential and procedural know-how and acquaintance knowledge (drawing on Winch). These notions are used to examine various educational knowledge traditions (drawing on Furlong and Whitty) that shape educational enquiry, as part of a process of exploring different notions of educational expertise. Some of the traditions of educational knowledge identified by Furlong and Whitty are discussed in terms of their underpinning relations between knowledge and practice as a means of further explicating notions of knowledgeable practice.
