Whose world and what knowledge? Reading comprehension and knowledge of the world

Abstract

This article examines the assertion that good reading comprehension is, in part, reliant on what the Primary National Curriculum terms “knowledge of the world”. Drawing on academic literature rather than first-hand observation, the article explores how the phrase “knowledge of the world” may be interpreted and enacted by teachers, questioning the interplay between knowledge, pedagogy and power. Following the 2016 United Kingdom European Union membership referendum, debate has circled around those who have felt marginalised by mainstream elements of society, including the political and educational systems. In the light of this, the article proposes that this is a key moment for UK schools to review the way in which the curriculum is translated and made meaningful to pupils. Teachers – by repositioning themselves in relation to the knowledge content of the curriculum, their pupils and their families – are uniquely situated to act as agents for social justice.