[H]ighly accessible and jargon free ... [There is] much more to debate here than is possible in a brief review of this kind. My advice would be: buy the book and join the dialogue.

The Curriculum Journal

The authors manage to avoid the boring old binary distinctions that tend to characterise debates about education and the purpose of teaching: and in doing so, promote a practical vision for the 'future school' that places the curriculum at its heart ... An engaging reminder of the need to avoid easy solutions, and to keep thinking.

Jennie Bristow, Spiked

Rather than simply critiquing recent educational reforms, the authors of this book offer school leaders and teachers a clear and practicable way of thinking about knowledge and the curriculum. This way of thinking affirmatively links pupils' entitlement to knowledge with social justice through the development of knowledge-led schools and curricula. After nearly three decades of reform aimed at de-professionalizing educators, this book ultimately makes an urgent and persuasive case for their re-professionalization in the name of providing pupils with more equitable access to powerful knowledge.

Brian D. Barrett, Associate Professor, Foundations and Social Advocacy Department, The State University of New York College at Cortland, USA

I thoroughly recommend this book. It is carefully argued, thought-provoking and timely. Surely we can now move away from the often sterile and simplistic debates, “knowledge versus skills”. Knowledge and the Future School presents us with a tantalizing alternative that will allow us to embrace the goal of widening access to 'powerful knowledge' through teaching framed by subjects, while at the same time celebrating the diverse experiences of students.

Dame Celia Hoyles, Professor of Mathematics Education, Institute of Education, University of London, UK

This book raises important questions about the place of knowledge in education and society. Whether you agree with all the answers or not, any serious minded educator or researcher with an interest in social justice, should pay careful attention to the arguments that Young and his collaborators are making.

Keri Facer, Professor of Educational and Social Futures, University of Bristol, UK

You don't need to agree with every argument in this highly engaging book to appreciate the importance of its challenges. Let's think about what schools are actually for. Let's stop seeing their important work only in terms of data, targets, what can be measured. Here are some serious (but far from dull) arguments about knowledge and the work of schools. This book cuts across the usual political debates and point-scoring. It is a model of how to write well for an audience that should include teachers and head teachers, parents, the public – and politicians.

Lyn Yates, Foundation Professor of Curriculum, University of Melbourne, Australia