A praxis approach to financial literacy education.

Autor/inn/en	Blue, Levon Ellen; Grootenboer, Peter
Titel	A praxis approach to financial literacy education.
Quelle	In: Journal of curriculum studies, 51 (2019) 5, S. 755-770Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2019.1650115
Schlagwörter	Kompetenzerwerb; Unterricht; Mathematikunterricht; Soziale Gerechtigkeit; Finanzen; Praxis
Abstract	Financial literacy education (FLE) typically focuses on teaching skills and capabilities that promote individual wealth accumulation-for example, the importance of working, budgeting and saving. In this article, we argue the need to move from an individual wealth accumulation focus in FLE to a praxis approach to FLE. We outline the shortcomings of the conventional approach to FLE and develop a conceptual framework for a praxis approach to FLE. We view praxis as the moral, ethical and caring aspect of teaching. Using the conceptual framework, we argue that a praxis approach to FLE includes full attention to: how financial decision-making affects others and self; acknowledging that some life decisions are not financially rewarding; understanding that improving financial mathematics skills and capabilities may not equate to an increase in income; how SES affects an individual's ability to save and maintain long-term saving; and the ways in which gender, culture, values, psychological state, socioeconomic class and ethics shape identity and their impact on financial decision-making.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2020/1