se 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 e