Empowering young people: Powerful knowledge in economics.
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| Title: | Empowering young people: Powerful knowledge in economics. |
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| Authors: | Mizzi, Emanuel1 (AUTHOR) emanuel.mizzi@um.edu.mt |
| Source: | British Educational Research Journal. Dec2025, Vol. 51 Issue 6, p3032-3048. 17p. |
| Subject Terms: | *Economics education, *Threshold concepts (Learning), *Qualitative research, *Educators, Thematic analysis, Capabilities approach (Social sciences) |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01411926 |
| DOI: | 10.1002/berj.4216 |
