Abstract
ABSTRACT This paper extends the theory of powerful knowledge to school economics by articulating the nature of powerful disciplinary knowledge in the subject. In order to develop a framework for conceptualizing powerful knowledge in economics, the literature that identifies powerful knowledge in other school subjects is first explored. Then, follows an examination of the implications to the specific case of school economics regarding economic concepts and forms of economics knowledge that might be regarded as powerful according to Young’s definition of powerful knowledge. I then proceed to develop a conceptual framework that identifies powerful disciplinary knowledge in the subject. This paper instigates the discussion about what constitutes powerful knowledge in school economics that enables epistemic access for young people that fosters their human development and flourishing.
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