From an early age, children are faced with financial dilemmas and are expected to make effective ... more From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.
This paper explores Canadian in/exclusion of Aboriginal groups to/from access to mainstream busin... more This paper explores Canadian in/exclusion of Aboriginal groups to/from access to mainstream business resources and opportunities. The focus is one prominent non-governmental program, the CAPE Fund (an acronym for Canadian Aboriginal Prosperity and Entrepreneurship), designed to provide equity to Aboriginal businesses. We critically analyze the " promises " of entrepreneurship through CAPE Fund using TribalCrit, a framework rooted in critical race theory and post-colonialism. Do programs like CAPE Fund promote Aboriginal entrepreneurship that liberates " Others " on their own terms? Or are they " civilizing missions " that attempt to impose Eurocentric practices and values? We explore these issues in the paper and conclude with recommendations for enhancing the possibility of self-determination of Aboriginal peoples within the postcolonial ideal.
Students flourish by having positive learning experiences at school. Here we describe an action r... more Students flourish by having positive learning experiences at school. Here we describe an action research study undertaken in an Australian primary school that was intended to promote the development of students' positive learning identities and resources. We partnered with classroom teachers to devise pedagogical practices that explicitly targeted the development of students' positive cognitions, positive emotions and positive experiences. Two main lines of inquiry guided the action research: i) what might 'positivity' look like in relation to learning, for students within primary school classrooms? and ii) what kinds of pedagogical practices promote positivity within the classroom? Data were collected over an 18-month period and drew from two cycles of action research which generated teacher reflections and interviews, observations of classroom teaching and learning episodes, rich descriptive field notes, anecdotal feedback from parents, as well as student reflections and student focus group interviews. Practice theory was used to analyse the data. Our findings indicate that there are explicit learning behaviours and dispositions that represent positivity in a learning context; and we identify pedagogical practices effective for fostering these behaviours and dispositions. These practices, referred to here as positive pedagogies, include teacher talk, social and emotional resources for students, the supplementation of lessons with resource building materials, and the development of individualised learning goals that target the development of positive cognitions, emotions and experiences. We provide a detailed commentary of the action research cycles (and related professional learning) that classroom teachers undertook in the process of contributing to the 'positive pedagogies' presented.
Financial literacy education (FLE) continues to gain momentum on a global scale. FLE is often des... more Financial literacy education (FLE) continues to gain momentum on a global scale. FLE is often described as essential learning for all citizens, despite the bulk of initiatives outside the compulsory school classrooms focused on educating economically disadvantaged individuals. Informed by Indigenous ways of knowing, being and doing a critical discourse analysis of FLE facilitators resources used in train-the-trainer workshops in/for a Canadian Aboriginal community was conducted to identify dominant discourses. An uncomfortable space was uncovered as the ubiquitous focus on individual wealth accumulation contradicted Indigenous ways of knowing, being and doing, underscoring the challenges of embedding Indigenous epistemologies in highly institutionalised charitable organizations' attempts to help Indigenous (and non-Indigenous) peoples in poverty. Though this research is based on a Canadian program, the explosion of FLE as a " solution " to collective problems such as poverty lends itself to other – including Australian – contexts.
In this chapter we focus on the financial literacy education (FLE) practices in an Aboriginal com... more In this chapter we focus on the financial literacy education (FLE) practices in an Aboriginal community in Canada. We discuss the role of FLE in this Community and describe how a form of site-based education development occurred. The importance of praxis, the moral and ethical aspect of teaching by FLE practitioners is also explored. Next, we identify the ecological arrangements of FLE practices and Community members' financial practices. The enabling and constraining practice architectures encountered in the site are identified and explained. It is important to point out that the first named author of this paper is a member of this Aboriginal community and so in conjunction with fellow Community members, the approaches to learning and their felt needs were explored. Last, we will outline the implications for FLE practitioners/educators we identified working in this site.
Draft of paper presented at 8th Annual Conference of the Academy of Innovation and Entrepreneurs... more Draft of paper presented at 8th Annual Conference of the Academy of Innovation and Entrepreneurship (AIE), August 20-21, 2015, Ryerson University (n conjunction with Oxford and Tsinghua universities), Toronto, Ontario.
Financial literacy education (FLE) continues to gain momentum
globally with a view to combating t... more Financial literacy education (FLE) continues to gain momentum globally with a view to combating the reported financial illiteracy experienced around the globe with the aim of delivering significant economic and social benefits as well. With this in mind, when educating individuals about personal finances through FLE, an understanding that not everyone has a focus on wealth accumulation is required to educate in ways that are socially just, responsible and sustainable. We argue that moving towards a more holistic and sustainable approach to FLE is timely and put forward an alternative approach to the often narrow and information provision approach that focus on ‘technical’ issues such as budgeting. FLE is so much more than learning how to budget and it is time to move on from this over prescribed approach.
We argue the importance of praxis in financial literacy education teaching practices that is,
the... more We argue the importance of praxis in financial literacy education teaching practices that is, the moral and ethical nature of teaching and learning. Post the global financial crisis of 2008, the teaching of financial literacy has become a priority for many countries. Indigenous communities are often the target of broad FLE strategies and/or government policies. We present a case for praxis in financial literacy education by drawing on interview data following a financial literacy ‘train the trainer’ workshop in an Indigenous community in Canada that failed to gain traction.
The relevance of financial literacy education (FLE) in a remote Canadian First Nation community w... more The relevance of financial literacy education (FLE) in a remote Canadian First Nation community was explored after a generic FLE workshop failed to gain traction. To understand the relevance of FLE in the Community, group interviews, a Community Summit and field notes were used as sources of evidence. During the analysis phase practice theory was use to examine the ‘sayings’, ‘doings’ and ‘relatings’ in a financial context. Next, we examined the possibilities of what can be achieved in the Community and find that site based and Community developed FLE was desired. Reported in this paper are the planning and initiating stages of site based education that occurred.
The financial capability of the community has become a topical issue in recent years around the g... more The financial capability of the community has become a topical issue in recent years around the globe. The role financial education plays improving financial capability is recognised by the G20 countries. With a plethora of programs, workshops, seminars and other resources available in the community, we find that there is little research that measures the impact/usefulness of these programs including what should be included in such programs. This study seeks to contribute to the understanding of the underlying determinants of financial capability by exploring the factors that influence this. Focus groups were conducted with financial counsellors in Queensland, Australia to explore factors that inhibit and promote financial capability. This included factors that impede the development of capability and the others that impact on the development of intention to engage in financially effective behaviour. We report that financial counsellors view confidence, self-esteem and self-belief as equally important determinants of financial capability. Also, gender and family socio economic status influence an individual’s ability to engage in financially effective behaviour. The results also found that adopting a short-term focus, rather than future orientation, is a key inhibitor of financial effectiveness. Consequently it is suggested that those developing financial capability programs address these behavioural and contextual factors rather than concentrating purely on literacy.
Financial literacy education (FLE) has become a global priority. In Australia, FLE has been added... more Financial literacy education (FLE) has become a global priority. In Australia, FLE has been added to the primary and secondary school curriculum. Teachers now have the added responsibility of educating students after receiving some form of professional development. Of concern is how teachers are being financially educated and supported to teach FLE critically and effectively. We find that more is needed to guide, educate and support educators in this area with clearer policy objectives, improved professional development and programme evaluation required. Without a more robust and evidenced based approach we fear the policy intentions of FLE in schools may not be realised.
Governments around the world agree that financial literacy education (FLE) is of the utmost impor... more Governments around the world agree that financial literacy education (FLE) is of the utmost importance, with the current economic times having led to a ‘teachable moment’ for financial education. However, caution should be taken when viewing education as the sole solution to the world’s economic problems as there is little evidence to support a causal link between FLE and financial behaviour/decision making. Furthermore, others conclude that FLE is not a single, value-neutral curriculum, and thus current approaches must recognise gender and cultural differences. This article examines the usefulness of mainstream FLE programmes adapted to suit Indigenous communities in terms of the delivery model, the content and the logistics of the programmes. This is achieved by examining the outcomes of four FLE programmes run in Indigenous communities and explores the need for diverse approaches to be applied to FLE in this context. We find that contextualised FLE based on an experiential group-learning model provides self-reported benefits to the participants. We also report on a range of practical issues that arise in Indigenous FLE. Finally, we recommend the exploration of sustainable FLE based on these principles.
From an early age, children are faced with financial dilemmas and are expected to make effective ... more From an early age, children are faced with financial dilemmas and are expected to make effective financial decisions about money. In this paper, we explore the classroom practices that may enable a compassionate approach to financial literacy education. We observed an inquiry-based mathematics lesson in a Year 4 primary school classroom. The financial maths task asked students to decide on the best fundraising option for the school. We used the theory of practice architectures to analyse the interactions in the classroom in order to understand what may have enabled and constrained classroom practices. We found that classroom practices such as engaging with peers through positive and collaborative learning opportunities, making ethical, social and mathematical connections of the task, and considering the impact of financial decisions on others may enable a compassionate approach to financial literacy education.
This paper explores Canadian in/exclusion of Aboriginal groups to/from access to mainstream busin... more This paper explores Canadian in/exclusion of Aboriginal groups to/from access to mainstream business resources and opportunities. The focus is one prominent non-governmental program, the CAPE Fund (an acronym for Canadian Aboriginal Prosperity and Entrepreneurship), designed to provide equity to Aboriginal businesses. We critically analyze the " promises " of entrepreneurship through CAPE Fund using TribalCrit, a framework rooted in critical race theory and post-colonialism. Do programs like CAPE Fund promote Aboriginal entrepreneurship that liberates " Others " on their own terms? Or are they " civilizing missions " that attempt to impose Eurocentric practices and values? We explore these issues in the paper and conclude with recommendations for enhancing the possibility of self-determination of Aboriginal peoples within the postcolonial ideal.
Students flourish by having positive learning experiences at school. Here we describe an action r... more Students flourish by having positive learning experiences at school. Here we describe an action research study undertaken in an Australian primary school that was intended to promote the development of students' positive learning identities and resources. We partnered with classroom teachers to devise pedagogical practices that explicitly targeted the development of students' positive cognitions, positive emotions and positive experiences. Two main lines of inquiry guided the action research: i) what might 'positivity' look like in relation to learning, for students within primary school classrooms? and ii) what kinds of pedagogical practices promote positivity within the classroom? Data were collected over an 18-month period and drew from two cycles of action research which generated teacher reflections and interviews, observations of classroom teaching and learning episodes, rich descriptive field notes, anecdotal feedback from parents, as well as student reflections and student focus group interviews. Practice theory was used to analyse the data. Our findings indicate that there are explicit learning behaviours and dispositions that represent positivity in a learning context; and we identify pedagogical practices effective for fostering these behaviours and dispositions. These practices, referred to here as positive pedagogies, include teacher talk, social and emotional resources for students, the supplementation of lessons with resource building materials, and the development of individualised learning goals that target the development of positive cognitions, emotions and experiences. We provide a detailed commentary of the action research cycles (and related professional learning) that classroom teachers undertook in the process of contributing to the 'positive pedagogies' presented.
Financial literacy education (FLE) continues to gain momentum on a global scale. FLE is often des... more Financial literacy education (FLE) continues to gain momentum on a global scale. FLE is often described as essential learning for all citizens, despite the bulk of initiatives outside the compulsory school classrooms focused on educating economically disadvantaged individuals. Informed by Indigenous ways of knowing, being and doing a critical discourse analysis of FLE facilitators resources used in train-the-trainer workshops in/for a Canadian Aboriginal community was conducted to identify dominant discourses. An uncomfortable space was uncovered as the ubiquitous focus on individual wealth accumulation contradicted Indigenous ways of knowing, being and doing, underscoring the challenges of embedding Indigenous epistemologies in highly institutionalised charitable organizations' attempts to help Indigenous (and non-Indigenous) peoples in poverty. Though this research is based on a Canadian program, the explosion of FLE as a " solution " to collective problems such as poverty lends itself to other – including Australian – contexts.
In this chapter we focus on the financial literacy education (FLE) practices in an Aboriginal com... more In this chapter we focus on the financial literacy education (FLE) practices in an Aboriginal community in Canada. We discuss the role of FLE in this Community and describe how a form of site-based education development occurred. The importance of praxis, the moral and ethical aspect of teaching by FLE practitioners is also explored. Next, we identify the ecological arrangements of FLE practices and Community members' financial practices. The enabling and constraining practice architectures encountered in the site are identified and explained. It is important to point out that the first named author of this paper is a member of this Aboriginal community and so in conjunction with fellow Community members, the approaches to learning and their felt needs were explored. Last, we will outline the implications for FLE practitioners/educators we identified working in this site.
Draft of paper presented at 8th Annual Conference of the Academy of Innovation and Entrepreneurs... more Draft of paper presented at 8th Annual Conference of the Academy of Innovation and Entrepreneurship (AIE), August 20-21, 2015, Ryerson University (n conjunction with Oxford and Tsinghua universities), Toronto, Ontario.
Financial literacy education (FLE) continues to gain momentum
globally with a view to combating t... more Financial literacy education (FLE) continues to gain momentum globally with a view to combating the reported financial illiteracy experienced around the globe with the aim of delivering significant economic and social benefits as well. With this in mind, when educating individuals about personal finances through FLE, an understanding that not everyone has a focus on wealth accumulation is required to educate in ways that are socially just, responsible and sustainable. We argue that moving towards a more holistic and sustainable approach to FLE is timely and put forward an alternative approach to the often narrow and information provision approach that focus on ‘technical’ issues such as budgeting. FLE is so much more than learning how to budget and it is time to move on from this over prescribed approach.
We argue the importance of praxis in financial literacy education teaching practices that is,
the... more We argue the importance of praxis in financial literacy education teaching practices that is, the moral and ethical nature of teaching and learning. Post the global financial crisis of 2008, the teaching of financial literacy has become a priority for many countries. Indigenous communities are often the target of broad FLE strategies and/or government policies. We present a case for praxis in financial literacy education by drawing on interview data following a financial literacy ‘train the trainer’ workshop in an Indigenous community in Canada that failed to gain traction.
The relevance of financial literacy education (FLE) in a remote Canadian First Nation community w... more The relevance of financial literacy education (FLE) in a remote Canadian First Nation community was explored after a generic FLE workshop failed to gain traction. To understand the relevance of FLE in the Community, group interviews, a Community Summit and field notes were used as sources of evidence. During the analysis phase practice theory was use to examine the ‘sayings’, ‘doings’ and ‘relatings’ in a financial context. Next, we examined the possibilities of what can be achieved in the Community and find that site based and Community developed FLE was desired. Reported in this paper are the planning and initiating stages of site based education that occurred.
The financial capability of the community has become a topical issue in recent years around the g... more The financial capability of the community has become a topical issue in recent years around the globe. The role financial education plays improving financial capability is recognised by the G20 countries. With a plethora of programs, workshops, seminars and other resources available in the community, we find that there is little research that measures the impact/usefulness of these programs including what should be included in such programs. This study seeks to contribute to the understanding of the underlying determinants of financial capability by exploring the factors that influence this. Focus groups were conducted with financial counsellors in Queensland, Australia to explore factors that inhibit and promote financial capability. This included factors that impede the development of capability and the others that impact on the development of intention to engage in financially effective behaviour. We report that financial counsellors view confidence, self-esteem and self-belief as equally important determinants of financial capability. Also, gender and family socio economic status influence an individual’s ability to engage in financially effective behaviour. The results also found that adopting a short-term focus, rather than future orientation, is a key inhibitor of financial effectiveness. Consequently it is suggested that those developing financial capability programs address these behavioural and contextual factors rather than concentrating purely on literacy.
Financial literacy education (FLE) has become a global priority. In Australia, FLE has been added... more Financial literacy education (FLE) has become a global priority. In Australia, FLE has been added to the primary and secondary school curriculum. Teachers now have the added responsibility of educating students after receiving some form of professional development. Of concern is how teachers are being financially educated and supported to teach FLE critically and effectively. We find that more is needed to guide, educate and support educators in this area with clearer policy objectives, improved professional development and programme evaluation required. Without a more robust and evidenced based approach we fear the policy intentions of FLE in schools may not be realised.
Governments around the world agree that financial literacy education (FLE) is of the utmost impor... more Governments around the world agree that financial literacy education (FLE) is of the utmost importance, with the current economic times having led to a ‘teachable moment’ for financial education. However, caution should be taken when viewing education as the sole solution to the world’s economic problems as there is little evidence to support a causal link between FLE and financial behaviour/decision making. Furthermore, others conclude that FLE is not a single, value-neutral curriculum, and thus current approaches must recognise gender and cultural differences. This article examines the usefulness of mainstream FLE programmes adapted to suit Indigenous communities in terms of the delivery model, the content and the logistics of the programmes. This is achieved by examining the outcomes of four FLE programmes run in Indigenous communities and explores the need for diverse approaches to be applied to FLE in this context. We find that contextualised FLE based on an experiential group-learning model provides self-reported benefits to the participants. We also report on a range of practical issues that arise in Indigenous FLE. Finally, we recommend the exploration of sustainable FLE based on these principles.
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Papers by Levon Blue
globally with a view to combating the reported financial illiteracy experienced
around the globe with the aim of delivering significant economic and social
benefits as well. With this in mind, when educating individuals about personal
finances through FLE, an understanding that not everyone has a focus on wealth
accumulation is required to educate in ways that are socially just, responsible
and sustainable. We argue that moving towards a more holistic and sustainable
approach to FLE is timely and put forward an alternative approach to the often
narrow and information provision approach that focus on ‘technical’ issues such
as budgeting. FLE is so much more than learning how to budget and it is time to
move on from this over prescribed approach.
the moral and ethical nature of teaching and learning. Post the global financial crisis of
2008, the teaching of financial literacy has become a priority for many countries.
Indigenous communities are often the target of broad FLE strategies and/or government
policies. We present a case for praxis in financial literacy education by drawing on
interview data following a financial literacy ‘train the trainer’ workshop in an Indigenous
community in Canada that failed to gain traction.
This study seeks to contribute to the understanding of the underlying determinants of financial capability by exploring the factors that influence this. Focus groups were conducted with financial counsellors in Queensland, Australia to explore factors that inhibit and promote financial capability. This included factors that impede the development of capability and the others that impact on the development of intention to engage in financially effective behaviour.
We report that financial counsellors view confidence, self-esteem and self-belief as equally important determinants of financial capability. Also, gender and family socio economic status influence an individual’s ability to engage in financially effective behaviour. The results also found that adopting a short-term focus, rather than future orientation, is a key inhibitor of financial effectiveness. Consequently it is suggested that those developing financial capability programs address these behavioural and contextual factors rather than concentrating purely on literacy.
globally with a view to combating the reported financial illiteracy experienced
around the globe with the aim of delivering significant economic and social
benefits as well. With this in mind, when educating individuals about personal
finances through FLE, an understanding that not everyone has a focus on wealth
accumulation is required to educate in ways that are socially just, responsible
and sustainable. We argue that moving towards a more holistic and sustainable
approach to FLE is timely and put forward an alternative approach to the often
narrow and information provision approach that focus on ‘technical’ issues such
as budgeting. FLE is so much more than learning how to budget and it is time to
move on from this over prescribed approach.
the moral and ethical nature of teaching and learning. Post the global financial crisis of
2008, the teaching of financial literacy has become a priority for many countries.
Indigenous communities are often the target of broad FLE strategies and/or government
policies. We present a case for praxis in financial literacy education by drawing on
interview data following a financial literacy ‘train the trainer’ workshop in an Indigenous
community in Canada that failed to gain traction.
This study seeks to contribute to the understanding of the underlying determinants of financial capability by exploring the factors that influence this. Focus groups were conducted with financial counsellors in Queensland, Australia to explore factors that inhibit and promote financial capability. This included factors that impede the development of capability and the others that impact on the development of intention to engage in financially effective behaviour.
We report that financial counsellors view confidence, self-esteem and self-belief as equally important determinants of financial capability. Also, gender and family socio economic status influence an individual’s ability to engage in financially effective behaviour. The results also found that adopting a short-term focus, rather than future orientation, is a key inhibitor of financial effectiveness. Consequently it is suggested that those developing financial capability programs address these behavioural and contextual factors rather than concentrating purely on literacy.