As a trainee teacher, to date my focus has been on the development of my craft and my effectiveness in delivering to students the academic content of their chosen courses to study. I have spent little time considering the reasons behind why I teach, what I teach and the potential impact it can have on students beyond the classroom. It can be argued that ‘education’ has, by educational institutions, become more and more focused on progress scores, school performance and league tables. Whereby students see ‘education’ as a pathway to ‘the next stage’ in life, rather than feeling empowered with knowledge, skills and perspectives of the world they’d never had before. This idea of educations primary purpose being to empower and equip, strongly correlates with the work of Michael Young regarding what he terms ‘powerful knowledge’. According to Young and Muller (2010) powerful knowledge is in essence knowledge bestowed upon learners who are then able to comprehend and analyse beyond their own personal experiences – the building upon what has been discovered previously in past generations and can now be developed, challenged or changed. In real terms this is ‘education’ provided by institutions which transcends that on the curriculum of a given subject area (Young, 2013). In this writing therefore, I will seek to portray the meaning of powerful knowledge in an Economics and Business Education context beyond that on the scheme of work, specification or national curriculum. I will then draw upon my past experience in teaching BTEC Level 3 classes a module in Marketing, and how through the topics covered, aspects of powerful knowledge were passed on to the receiving students. I will aim to demonstrate how my approach to teaching these lessons was considered in a way that would engage the students with the knowledge being shared – with a contextual consideration for the students and the educational institution being taken.
An understanding of powerful knowledge
It has been highlighted by Young (2013) that a crisis exists within the education system, the curriculum in particular. As already alluded too it has been said that too much of the education system is about measuring progress and attainment and has detracted from the real purpose and value of education – providing empowering knowledge to young people through which they may challenge the conventional. Young (2013) highlights this crisis in what could be argued to be a result of former Education Secretary, Michael Gove’s controversial education reforms to the national curriculum. According to Gove, these reforms were issued as a result of the UK education system falling on the global standings, compared to the performance of other countries, such as Finland, Hong Kong and Singapore, arguing that those from the UK were losing their competitiveness and missing out on greater opportunities (Gove, 2014; Dominiczak, 2013). This battle of politics and power from those in influential positions is what Young (2013) suggests as being the cause of the curriculum crisis and its inability to provide powerful knowledge to learners. Furthermore, Young (2013) pays reference to the need to establish a theory of knowledge which is based on social-realism rather than social constructivism, to provide a firm foundation for curriculum development (Wheelahan, 2010). This theory of knowledge based on realism, should primarily consider the entitlement of each student to learn and that all pupils should have maximised access to the best knowledge (Young, 2013).
Contrary to Gove’s reforms in the national curriculum, which have been criticised for widening the gap between those of different social backgrounds, Young (2013) suggests that the national curriculum locks people out from being recipients of powerful knowledge. He develops on this in saying that a knowledge-based curriculum which eludes to powerful knowledge for all learners, is the solution to the curriculum crisis.
This solution to the curriculum crisis, powerful knowledge through a knowledge-based curriculum, is ‘better knowledge’ which is more reliable and truthful than curriculum knowledge and despite being wider in thought and closer to the truth, the power comes in understanding that it is fallible and open to being contested. Powerful knowledge is specialised through subject academics and transferred to colleges, schools and on to learners. The availability to powerful knowledge is also highly contextualised, in that what is powerful in one context may not be powerful knowledge in another, this stems from the different experiences of the learners (Young, 2013; Maton, 2014).
The knowledge-based curriculum proposed by Young (2013) which is essentially referring to powerful knowledge, is opposing to the curriculum knowledge devolved from the curriculum theory of current times. Therefore Young (2013) concludes that curriculum alone, is not a plausible manner in which to bring powerful knowledge to learners but rather in combat to this the teaching style adopted and how this is brought to the students is how teachers can give access to the powerful knowledge/concepts of a subject.
As my illustrative example of where I have made powerful knowledge accessible in my teaching practice will be coming from education through vocational studies (ie. BTEC) it is interesting to note the criticism of vocational education given by Gove. It was inferred that vocational studies are less academically developing and not creditable to the GCSE equivalents currently assigned to them (Sharp, 2010). This in some regard can be linked to Wheelahan (2007) suggesting that vocational studies lock students out from accessing powerful knowledge as these courses are designed to a particular subject area with a specific vocational outcome. In doing so this has the potential to create greater inequality between those who are seen as the working class and find vocational courses more accessible to them, and those more privileged engaged in ‘more academic’, higher level education (Beck, 2013). As a result, Beck (2013) suggests that an overlap does exist between powerful knowledge and the knowledge of the powerful and that in pursuing the knowledge-based curriculum of Young (2013) the ‘access for all’ of powerful knowledge will become more disparate.
Powerful knowledge in Business and Economics
It has already been highlighted that powerful knowledge is ill-defined, it exists beyond the curriculum and various forms of powerful knowledge fall between different curriculum subjects (Young, 2013). Powerful knowledge is produced by academics within a particular area of study and passed on to school, colleges and teachers who then have the responsibility to instil this knowledge in learners and inspire them. Powerful knowledge is a social epistemic train of thought whereby the receiver is able to apply knowledge in new contexts and potentially and importantly, engage in matters of public interest (Young and Muller, 2013).
Therefore, when it comes to Business and Economics it could be argued that there are many areas where powerful knowledge can be made available to learners. There are subject areas that revolve around many real-world dilemmas and areas of social interest, which are not embedded in the curriculum. This is when teaching becomes more than teaching for the sake of learning but rather to better prepare and equip learners for issues that they have not yet experienced, or knowingly been subject to, as well as developing in them a higher level of critical thinking of potentially abstract concepts. Within Economics there are many clear paths through which powerful knowledge can be imparted, for example the fundamental principles of supply and demand can embed themes of sustainability and ethics. Government policies can be discussed when addressing the economic environment – which students don’t need to know to pass an exam but can prove significant to real world situations. By giving students this powerful knowledge, they can access a thinking beyond their own experiences and have the ability to form opinions on pressing social issues (Young, 2013).
A topical area of Business and Economics which provides students with powerful knowledge which cannot be more appropriately accessed is Brexit. A real-world, pressing issue that students are unlikely to have experienced the impact of, which is not explicitly laid out in the Business or Economics curriculum, but is undoubtedly intertwined with both subjects and is highly significant and of great social interest.
As already allured to, vocational studies have been criticised as being less academic and therefore less inclined to provide access to powerful knowledge (Wheelahan, 2007). It is said that education is often seen as a ‘means to an end’ and this is exemplified in vocational education as courses are often designed for specific careers in mind. Wheelahan (2014) insists that even in vocational study it is paramount that students have access to the higher-level thinking and develop their ability to consider the societal l issues which powerful knowledge permits. Despite the criticisms this is something which I feel I have been able to bring into my classroom when teaching in a sixth form college which predominantly provides vocational courses.
The BTEC Level 3 Year 1 which I exposed to powerful knowledge were studying Unit 3 Marketing as part of their Business vocational studies. There was one aspect of the unit that centred around the limitations and constraints to a business’ marketing activities. When discussing this theme, voluntary constraints were considered and the rules and expectations that businesses are to follow, what is acceptable in advertising and what isn’t acceptable in advertising, as well as pressure groups and consumer groups and the role they can play. Through this lesson various real-life examples were considered of advertisements which were challenged as being inappropriate. This was to intentionally promote thoughts and provoke discussion on issues such as body image, diversity, discrimination and environmental issues.
These discussions were a clear window to powerful knowledge as Young (2010) conveys that such knowledge allows those who receive it to be able to think beyond their everyday experiences. To date students have most likely never felt the need to question the marketing efforts of business and instead simply accepted it as a business practice. However, by drawing on the fact that there are certain limitations to advertising and that so often the grounds of inequality, sexism, diversity are trod on as ploy for marketing, students can begin to develop understanding and have a more critical eye as to whether or not they deem such adverts as appropriate or insensitive.
Furthermore, we can suggest this is an example of powerful knowledge where individuals can have a voice and opinion on the ethics of campaigns as it stems from society wide issues. Young (2010) suggests that powerful knowledge is based on evidence but also is conceptual. From this stance it can be argued these ethical considerations obviously stem from the inappropriate perspectives, or lack of consciousness, of groups of people who publish derogatory adverts/campaigns towards a particular subsection of the demographic, either intentionally or unintentionally. For example businesses which do not question the ethics of only using a certain size or skin tone of model, or don’t understand how using a child with a darker skin tone to model clothes paying reference to their character as being like that of a monkey can easily be interpreted as being racist and cause offence. These ethical issues have action taken against them through boycotts for example, which those receiving the powerful knowledge may have taken part in without knowing or understanding the reasons why they did so.
It also allows individuals to establish an opinion on social and cultural issues. For example, is it a business’s responsibility to cure societies prejudices? Should they have a political or social agenda? This feeds into the idea that powerful knowledge is always open to challenge and that powerful knowledge isn’t always confined by the discipline it is devolved from, i.e. these ethical issues aren’t stemming from ‘business’ but are greater societal issues (Young, 2010).
Delivering ‘Powerful Knowledge’ pedagogically
Young (2013) makes it clear from his work that powerful knowledge is not something which individuals stumble upon, but rather in something which is presented to then in a way that deepens their thinking and widens their perspectives of the unfamiliar. Therefore, much attention should be given to the pedagogical approach taken by those in a position to bestow such knowledge on the leaners. In all areas of teaching planning is essential, however even more so when delivering concepts of powerful knowledge in ensuring it can be accessed by all (Young, 2013). In my BTEC Level 3 Year 1 classes there were 23 students who between them had many different backgrounds and cultures with one learner having an educational health care plan and others with varying forms of mental health disorders, this was accounted for in the planning so that the knowledge could be accessed by all – fitting to the context. Deakin Crick and Goldspink, (2014) also highlight a growing concern for an obdurate lack of engagement in students and how this is partially impacted by the pedagogical approaches used. Therefore, when divulging abstract concepts which extend beyond learners’ experiences, planning an engaging lesson for all is essential.
As this was a new topic area for the majority of the students, it was important to begin the lesson with an appropriate starter. It is important to give the starter appropriate consideration as students need to prepare for new learning. I played two well-known and widely accepted TV advertisements and got learners in pairs to discuss the reasons why they feel these ads were effective. I then explained to the learners that both adverts had received multiple complaints for ethical reasons which many were surprised at and curious to find out more. Students recalled having many positive conversations with friends and family during the time the advert was on TV of British and German soldiers calling peace to play football in the snow. However, after being told that from a marketing perspective the ad was criticised for being disrespectful and diluting the significance of the world war for the sake of a marketing ploy, many students had a shift in their previously unanimously positive perspectives. This starter took what learners were familiar with and developed this to a perspective which they never would have considered before (Young, 2013). Furthermore, these discussions developed into considering whether or not businesses should have a social responsibility, what form it should take if they do and how much we can realistically expect businesses to do if they’re main aim is to maximise profit. This train of thought could be compared to the suggesting of realistic alternatives which aids students to broaden their perspectives and open access to powerful knowledge.
From this, the lesson progressed with teacher-led input, explaining to learners the voluntary limitations faced by the marketing of a business. This included the need for a business’ advertising to be decent, honest, legal and truthful. This was accepted by students however questions were then provoked as to why these were only ‘voluntary’ and whether or not it is the businesses responsibility to cater to the contentious issues within society. To further offer access to powerful knowledge for the students a series of adverts where presented to the learners and in groups they had to suggest why they were banned/complained against. This meant students had to use critical thinking skills to look beyond the message the advertisements were deliberately sending to identify possible ways in which they could be fuelling discriminatory/offensive behaviours. In order to ensure that learners were not locked out from accessing the powerful knowledge, examples were used of advertisement/businesses that were relatable to the learners in the classroom (Wheelahans, 2007).
The next activity planned for the lesson was for students to watch the infamous Iceland advert which was banned from being televised regarding the politically driven palm oil claims. The basic concerns regarding the advertisement where given to the students as well as eliciting from them the obvious positives – however, students were then to construct a debate arguing whether or not the ad was appropriate or not. This provided the students to consider both sides of the argument and develop their critical thinking skills to matters beyond those which they would have personally experienced. Through the debate it was intended for students to be able to articulate their opinions and logically analyse the appropriateness of the advert and unethical marketing – with what ‘unethical’ is being a matter of contention. As they were preparing their thoughts, I was then able to support particular students in their thinking, who due to personal experiences or different contextual reasons, may have been unable to access the knowledge.
In order to gain an insight as to whether or not students have received this powerful knowledge it is important to effectively use assessment. For this lesson the powerful knowledge was assessed through students having to apply the concept of business marketing and ethical considerations of society to different adverts. From receiving feedback and listening to student responses it becomes clear whether they have grasped the concept and able to look beyond the campaigns to consider any ethical issues which they may infringe upon. For example, students were able to identify from seemingly harmless campaigns how they could be misinterpreted and have an inflammatory response from particular groups from within society e.g United Colours of Benetton ‘World leaders’ campaign, Co-Op’s ‘Easter Egg for daughters’ campaign and Pepsi’s Kendall Jenner advertising faux pas. These aren’t necessarily ethical issues encountered by students explicitly and therefore sought to take them beyond their everyday experiences. They gained a knowledge not just in general social issues but how these issues can be found in business practice. Conclusions were drawn that business’ have a role in dealing with societies woes, however understanding that these conclusions are open to challenge are not definitive, thus demonstrating a grasp for powerful knowledge.
From these conclusions I feel as though my lesson was prepared in a way that openly facilitated access to powerful knowledge for all learners from a business education perspective. From the reflection on assessment and drawn conclusions, it would appear that this was successful in enabling students to grasp these new powerful concepts and ideas.
Conclusion
As is the focus of this assignment, it is clear to see that business as well as economics is a clear pathway to easily develop and deepen individuals understanding to concepts which are beyond their everyday experience. These powerful concepts through effective differentiation in the pedagogical approach allows this to be accessed by all. Young’s (2013) knowledge-based theory may help young people develop a more critical and respectful level of thinking. For example, through embedding contextual themes of societal matters this could help create a more inclusive society. By opening up learners to powerful knowledge, through business and economics, it gives them access to conversations and debates about societies values, which they otherwise would not have the power to participate in – be it socially, politically, economically or culturally driven (Wheelahan, 2007).
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