External to Hirsch’s corpus. This work was selected by an editorial review for D4; Hirsch did not cite it in the ten books indexed here. Its zero occurrence, book, and load counts are intentional. No corpus occurrence has been inferred or created.
Identity review: Codex multi-agent D4 rival-framework audit; not human-signed · 2026-08-24
The complete publisher full-text extraction was read, and the exact D4 excerpt was verified in context. The direct Taylor & Francis PDF endpoint was blocked with an intermittent HTTP 403 on recheck.
Access checked: full text read · 2026-08-24 · open checked access point
Complete publisher full-text extraction read and the cited passage verified in context. The raw Taylor & Francis PDF endpoint returned an intermittent HTTP 403 on recheck; no repository copy was used.
Independence category: independent Independent of Hirsch and CKF. It is Carlgren's own theoretical critique and extension of Young and Muller's powerful-knowledge approach, not an independent empirical test of either framework.
Powerful Knowns and Powerful Knowings · single work
Review authority: Codex multi-agent D4 rival-framework audit; not human-signed
Carlgren, I. (2020). Powerful knowns and powerful knowings. Journal of Curriculum Studies, 52(3), 323-336.
Publisher HTML selected for the D4 distinction between powerful knowns and practice-bound powerful knowings.
doi.org/10.1080/00220272.2020.1717634
Review state: full text read
Carlgren 2020, Powerful knowns and powerful knowings · qualifies A1, qualifies A4, qualifies A7
didaktik knowns and knowings conceptual correction
publisher full text inspected pdf recheck blocked; substantive text reviewed — Publisher text was inspectable and the decisive strict-verbatim passage retained; raw PDF returned 403 on recheck.
primary independent
Carlgren does not target Hirsch directly. The Atlas uses her positive account to expose what a propositions-and-topics representation may omit.
Didaktik can affirm explicit knowns while treating the object of teaching as pupils' developing subject-specific knowings, including tacit, embodied and judgmental dimensions.
That Hirsch's actual pedagogy excludes knowings, or that Carlgren's model produces superior outcomes.
Open limitation: This source is conceptually load-bearing but the complete PDF was not independently re-downloaded in the final pass.
No occurrence is shown because Hirsch did not cite this work in the ten-book corpus. The dossier appraisal above records why the editorial layer selected it.