Financial Literacy Education Practices in an Aboriginal Community: Making a Case for Praxis

• In Event: 28.090 - MTCC Roundtable Session Nine
  In Roundtable Session: 28.090-7 - International Indigenous Narratives of Liberating Literacy and Nation-Building

Abstract

In this paper, we report on research in a First Nation community (that the first named author is a member of) that explored financial literacy education (FLE) practices. The importance of praxis (the moral, ethical and caring aspect of teaching) in FLE is argued as a way to transform the practice of FLE. Drawing on interview data following a financial literacy ‘train-the-trainer’ workshop that failed to gain traction, the reasons for a praxis approach are identified. An analysis was conducted using the theory of practice architectures to identify the constituent sayings, doings and relatings of FLE practices, and the local conditions and arrangements that enabled and constrained the practices. The findings include a conceptualisation of a praxis approach to FLE.

Authors

• Levon Ellen Blue, Queensland University of Technology

• Peter John Grootenboer, Griffith University