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 teachin>