Financialization, Financial Literacy, and Social Education

Description

The objective of this book is to prompt a re-examination of financial literacy, its social foundations, and its relationship to citizenship education. The collection includes topics that concern indigenous people’s perspectives, critical race theory, and transdisciplinary perspectives, which invite a dialogue about the ideologies that drive traditional and critical perspectives. This volume... Read more

The objective of this book is to prompt a re-examination of financial literacy, its social foundations, and its relationship to citizenship education. The collection includes topics that concern indigenous people’s perspectives, critical race theory, and transdisciplinary perspectives, which invite a dialogue about the ideologies that drive traditional and critical perspectives.

This volume offers readers opportunities to learn about different views of financial literacy from a variety of sociological, historical and cultural perspectives. The reader may perceive financial literacy as representing a multifaceted concept best interpreted through a non-segregated lens. The volume includes chapters that describe groundings for revising standards, provide innovative teaching concepts, and offer unique sociological and historical perspectives. This book contains 13 chapters, with each one speaking to a distinctive topic that, taken as a whole, offers a well-rounded vision of financial literacy to benefit social education, its research, and teaching. Each chapter provides a response from an alternative view, and the reader can also access an eResource featuring the authors’ rejoinders. It therefore offers contrasting visions about the nature and purpose of financial education. These dissimilar perspectives offer an opportunity for examining different social ideologies that may guide approaches to financial literacy and citizenship, along with the philosophies and principles that shape them. The principles that teach and inform about financial literacy defines the premises for base personal and community responsibility.

The work invites researchers and practitioners to reconsider financial literacy/financial education and its social foundations. The book will appeal to a range of students, academics and researchers across a number of disciplines, including economics, personal finance/personal economics, business ethics, citizenship, moral education, consumer education, and spiritual education.

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1. Disrupting the Alibi: Towards A Post-Colonial Financial Literacy and Entrepreneurship Ideal 2. “Pākehā get more money than the other cultures”: Teaching Pāsifika students with and for a social justice orientation 3. Noticing and Questioning Capitalism with Elementary Students 4. Exploring how Developmental Theories Could Shape the Integration of Financial Education into K-3rd grade curriculum 5. Financial Literacy Education Reforms in Québec, Ontario, and North Carolina: Cautionary Tales for the Social Studies 6. Financial Literacy, Financial Liberation: Towards a Critical Race Approach to Financial Literacy Education 7. Theorizing Race for Economics Education: A Juxtaposition of Carter G. Woodson and Franz Fanon 8. Accomplishing the Quebec Financial Education Program: A Necessary Change of Perspective 9. "And I know the money don’t really make me whole": Feminist Financial Literacy through Hip-Hop Pedagogy 10. Financial Education History 11. The Power of Relational Work: Reimagining New Forms of Financial Citizenship through Sociability 12. Transdisciplinary Financial Literacy 13. Piggy Banking to High Street Banking: Towards a Sociocultural Mixed Methods Approach to Advance Research in Financial Literacy

Editor(s)

Biography

Thomas A. Lucey is a professor in the School of Teaching and Learning at Illinois State University.

Critics' Reviews

"The interrelated curricula of financial literacy, economics, and entrepreneurship have for quite some time been in dire need of the sharp, critical deliberation of ideas these authors offer. This book will be the go-to source for speaking back to deeply rooted problems within teaching "the dismal science" of economics." — Mark Helmsing, Assistant Professor of Education, George Mason University.

"Lucey's book extends our knowledge of financial literacy by exploring what economists and quantitative researchers often refer to as the "black box" -- the unexplained "whys" of financial literacy. It also describes a more compassionate approach to financial literacy education." — Brenda J. Cude, Professor Emeritus, University of Georgia, U.S.

"This discourse provides a foundation to open up the curricular space to teach K-12 economics and finance to equip future citizens to imagine and then work to build a more equitable economy, and to move beyond simply teaching how to navigate the heavily, unequitable system. Timely and relevant dialogue for the scholarship of financial literacy." — Tamara Sober, PhD, Assistant Professor, School of Education,　Virginia Commonwealth University, U.S.　　Author of Wise Choices: The Economics Discourse of a High School Economics and Personal Finance Course (2017) and Teaching Economics as If People Mattered (2007).

"Financial literacy education traditionally promotes a neoliberal approach, but　this book offers a needed shift in towards more critical perspectives and scholars. These chapters and conversations illustrate how educators and scholars can center students’ concerns in teaching financial literacy."　— R. Zackary Seitz, M.Ed, Economics Teacher, Wylie High School

Financialization, Financial Literacy, and Social Education

Description

Table of Contents

Editor(s)

Biography

Critics' Reviews

SOCIAL NETWORKS

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