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 English publisher PDF was read. The bilingual article landing page was checked for author, issue, publication date and alternate language versions.
Access checked: full text read · 2026-08-24 · open checked access point
Full official English-language PDF read; Portuguese and English versions share the article identity, DOI and pagination.
Independence category: independent Independent of Hirsch and CKF, though it is an authorial statement of Young's powerful-knowledge programme rather than an external evaluation of that programme. It cites Hirsch sympathetically and is not independent corroboration of Hirsch's empirical claims.
Why Knowledge Matters for the Schools of the 21st Century? · single work
Review authority: Codex multi-agent D4 rival-framework audit; not human-signed
Young, M. F. D. (2016). Why knowledge matters for the schools of the 21st century? Cadernos de Pesquisa, 46(159), 18-37.
Full English publisher PDF of the bilingual journal article selected for D4's powerful-knowledge comparison.
doi.org/10.1590/198053143533 · checked record
Review state: full text read
Young 2016, Why knowledge matters in curriculum · supports A3, qualifies A4, challenges A7, qualifies A9, challenges I3, challenges I6
positive social realist epistemic warrant
full primary publisher text read; primary read — Direct journal page and English publisher PDF inspected, including the specialist-community formulation.
primary independent
Independent curriculum-theory source. It overlaps with Hirsch on knowledge and equality but supplies a different epistemic warrant.
Powerful knowledge is developed by specialist communities and offers pupils context-transcending explanatory resources; teachers recontextualize it into school subjects.
One national cultural-reference list, a specific set of history or literature topics, or causal superiority over Hirsch or Bildung.
Open limitation: Disciplinary authority remains double-edged and requires democratic and inclusion constraints.
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.