Literaturnachweis - Detailanzeige
Autor/inn/en | Blue, Levon Ellen; Grootenboer, Peter |
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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 |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0272; 1366-5839 |
DOI | 10.1080/00220272.2019.1650115 |
Schlagwörter | Kompetenzerwerb; Mathematikunterricht; Praxis; Unterricht; Soziale Gerechtigkeit; 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 |