Empowering young people

Powerful knowledge in economics

Dados Bibliográficos

ID11160495
AutoresEmanuel Mizzi (0000-0003-3237-9150, University of Malta Msida Malta, autor correspondente)
Ano2025
Volume51
Fascículo6
Páginas3032-3048
Data de publicação2025-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBritish Educational Research Journal (JOURNAL)
Identificadores do periódicoISSN: 0141-1926 • E-ISSN: 1469-3518
EditoraWiley (PUBLISHER • GB)
DOI10.1002/berj.4216
OpenAlexW4412118005
IdiomaEN
Citações recebidas1
Referências citadas20

Powerful knowledge in school economics is conceptualised as the blending of economics knowledge arising from grasping threshold concepts with expressions of disciplinary thinking in terms of the powers or capabilities that this knowledge can provide to students who possess it. In this paper, I adopt this framework to explore what constitutes powerful disciplinary knowledge in school economics that empowers students with knowledge that takes them beyond their everyday knowledge and experiences. A qualitative research approach is employed, consisting of interviews and observations with school economics teachers, as well as focus group discussions with students. Thematic analysis is used to analyse the data. The findings further extend the theory of powerful knowledge to school economics, refining what constitutes powerful disciplinary knowledge in the subject and instigating a debate about what constitutes powerful disciplinary knowledge that enables young people to achieve epistemic access, thereby enhancing their human growth

Educational research · Knowledge level · Mathematics education · Pedagogy · Sociology · Education Systems and Policy · Global Educational Policies and Reforms · Innovations in Educational Methods · Psychology