Conference Program

Financial literacy initiatives may reinforce behavioural individualism and overlook structural inequalities, such as a lack of democratic participation and gender gaps in access, confidence and outcomes, thereby exacerbating epistemic injustice in economic and financial learning (Mizzi, 2021, 2025). This presentation addresses this gap by conceptualising ‘powerful financial knowledge’ that empowers students to think critically in financial matters beyond their everyday experience. Drawing on Young’s powerful knowledge framework (Young, 2014), this presentation discusses what constitutes powerful financial knowledge, how it can address gender disparities in financial literacy through critical pedagogies, and what curriculum innovations foster epistemic access for equitable economic agency. The approach synthesises empirical data from Maltese school business education classrooms with theoretical analysis. Findings reveal powerful financial knowledge in three expressions: deepening understanding of the financial world, enabling new thinking in financial matters, and developing students’ critical thinking in financial and economic issues. Teachers’ representations of pedagogical content knowledge promote reflective perspectives (Mizzi, 2024), but gender-neutral delivery can overlook vulnerabilities, such as over-reliance on credit among young women from low-income families.

Key insights include a proposed financial literacy programme that prioritises threshold concepts for epistemic justice (Mizzi, 2025), infuses critical civic education (including gender-aware elements), and provides teacher education in critical pedagogy. This frames financial education as a shared responsibility and enhances economic agency amid vulnerabilities. Implications encompass policy innovation (e.g., enhancing school economics provision) and teacher professionalisation by advancing epistemic equity and empowering diverse youth – including those facing gender disparities – for democratic economic participation.