Inviting students to independent judgement: Teaching financial literacy as citizenship education

Q2 Social Sciences

Citizenship, Social and Economics Education Pub Date : 2021-08-01 DOI:10.1177/20471734211029494

Mattias Björklund, Johan Sandahl

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引用次数: 5

Abstract

Many financial literacy educational efforts mainly focus on teaching money management. However, money management alone does not address financial prerequisites concerning home ownership, savings or retirement planning since these issues are governed by agents outside households, namely the financial system and policy makers. This study examines students’ response to a financial literacy teaching that treats financial issues as controversial and contextually bounded to the financial and societal systems. Data consists of 36 students’ conversations during a financial literacy teaching intervention. Results show that students are capable of grasping and relating to financial concepts where association to the financial system and policy-making produce elaborate understanding. Furthermore, students that contest given financial concepts and system do not only present constructive alternate solutions for the future, but these students also seem to grasp current financial and societal systems in more advanced ways and thereby demonstrate a possible convergence between financial literacy and citizenship education.

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培养学生独立判断能力:作为公民教育的金融素养教育

许多金融知识教育工作主要集中在教授资金管理。然而，单靠资金管理并不能解决有关房屋所有权、储蓄或退休计划的财务先决条件，因为这些问题是由家庭以外的代理人，即金融系统和决策者管理的。本研究考察了学生对金融素养教学的反应，该教学将金融问题视为有争议的，并在背景上与金融和社会系统相联系。数据包括36名学生在金融素养教学干预期间的对话。结果表明，学生能够掌握和联系金融概念，其中与金融体系和政策制定的联系产生了详细的理解。此外，竞争给定金融概念和系统的学生不仅为未来提出了建设性的替代解决方案，而且这些学生似乎也以更先进的方式掌握了当前的金融和社会系统，从而展示了金融知识和公民教育之间可能的融合。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Citizenship, Social and Economics Education Social Sciences-Sociology and Political Science

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： Citizenship, Social and Economics Education (CSEE) is the official journal of the International Association for Citizenship, Social and Economics Education. CSEE is an online-only, peer-reviewed journal that provides a focus for scholarly and professional studies in the fields of education, socialisation, curriculum development and aspects of economics, sociology, politics and social psychology. The journal aims to bring together this range of disciplines into an enabling forum of discussion and exchange. It includes analyses of how children learn about societies, current and past, reports and accounts of current research from a variety of disciplines, as well as reporting and analysing contemporary professional practices and innovations, in curriculum and in the organisation of educational change in these areas.