Powerful financial knowledge as epistemic justice : rethinking financial education for democratic empowerment

Abstract

Drawing on Young's powerful knowledge framework and empirical work in Maltese business education classrooms, the paper argues that financial literacy should be reframed as an epistemic entitlement rather than a matter of individual behaviour. It proposes a programme built on threshold concepts, critical civic education and teacher preparation in critical pedagogy, advancing epistemic equity and democratic economic participation for diverse young people.