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