ERIC Number: EJ1385545
Record Type: Journal
Publication Date: 2023
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0093-3104
EISSN: EISSN-2163-1654
Teaching Young People More than "How to Survive Austerity": From Traditional Financial Literacy to Critical Economic Literacy Education
Theory and Research in Social Education, v51 n1 p128-156 2023
Financial literacy education is often narrowly conceptualized as teaching students how to manage their finances. Furthermore, few studies have investigated teachers' beliefs and approaches to teaching financial literacy beyond whether they have the knowledge and capacity to deliver personal finance lessons. This case study explores the ways in which self-identified critical teachers in Ontario and Québec, Canada swim against the current of traditional financial literacy teaching. I present data from two rounds of in-depth qualitative interviews and one round of deliberative inquiry focus groups conducted in 2019 and 2020. Findings detail the specific skills, knowledge, and pedagogical strategies teachers use to reframe conventional financial literacy toward a critical economic literacy education that asks broader questions about the political economy and intersecting systems of oppression. This study complicates the ways in which financial literacy education is conceptualized and researched and suggests the need for further research with teachers.
Descriptors: Foreign Countries, Financial Literacy, Financial Education, Economics Education, Money Management, Criticism, Beliefs, Educational Practices, Models, Secondary School Teachers, Teaching Styles
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A