Critical Education <p><em>Critical Education</em> is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. <em>Critical Education</em> is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.</p> Institute for Critical Education Studies en-US Critical Education 1920-4175 <p>Authors who publish with <em>Critical Education</em> agree to the following terms:<br><br></p> <ol type="a"> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> </ol> </ol> <p>&nbsp;</p> <ol type="a"> <ol type="a"> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> </ol> </ol> <p>&nbsp;</p> <ol type="a"> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="">The Effect of Open Access</a>).</li> </ol> Teaching Labour Unionism in Schools <p>Despite efforts, education has failed to provide solutions to wicked economic problems. In particular, efforts to mitigate the global crisis in wealth and income inequality through education have been amiss. This paper offers a critical policy analysis of prospects for the teaching of labour unionism in schools as a crucial step towards genuine economic and social justice. Drawing on existing research, policy texts, media sources and public data, it broadly analyses existing paradigms for policy in the relationship between education systems and economic affairs, including aspects of human capital theory, new growth theories, the promises of the global ‘knowledge economy’, and fields of entrepreneurship and enterprise education. Rather than serving to mitigate wicked economic problems, the paper argues that these policy paradigms serve to promote confusion around the relationship between education and economic growth, or to perpetuate inequality. In contrast to the lack of evidence supporting these paradigms, evidence for a positive correlation between labour union membership and greater equality in wealth and incomes is conclusive. The paper surveys a range of existing programs for teaching about labour unionism in schools, advocating for their proliferation. Rather than focused on a single context, transnational patterns and commonalities are addressed.</p> Sam Oldham ##submission.copyrightStatement## 2020-03-17 2020-03-17 11 6 10.14288/ce.v11i6.186477