Citizenship, Social and Economics Education

Editorial. Conceptually and Developmentally Appropriate Education for Financially Literate Global Citizens

Fri, 19 Apr 2013 14:03:15 GMT

Title: Editorial. Conceptually and Developmentally Appropriate Education for Financially Literate Global Citizens
Author: Thomas A. Lucey; Alan B. Bates
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 160-162
ABSTRACT Not available

Financial Literacy Education for Citizens: what kind of responsibility, equality and engagement?

Fri, 19 Apr 2013 14:03:15 GMT

Title: Financial Literacy Education for Citizens: what kind of responsibility, equality and engagement?
Author: CHRIS ARTHUR
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 163-176
ABSTRACT Financial literacy education is often assumed to be a form of technical and/or hermeneutic training that assists citizens as well as consumers make responsible financial decisions. As a form of civic literacy education, financial literacy education is often framed as promoting civic responsibility, equality and engagement. This article calls into question the seemingly common-sense construction of financial literacy as personal money management for citizens and consumers and charges that many of the dominant financial literacy education initiatives support civic irresponsibility, inequality and disengagement. From a perspective informed by critical theory and pedagogy, the first three sections of this article analyse the character of the civic responsibility, equality and political engagement promoted in the dominant financial literacy education literature while presenting critical alternatives for each. The analysis in these sections supports the claim made in the fourth and final section of this article that a critical, emancipatory civic financial literacy is needed for a responsible, engaged citizenry who can extend and protect more robust conceptions of freedom and democracy.

One Size Does Not Fit All: conceptual concerns and moral imperatives surrounding gender-inclusive financial literacy education

Fri, 19 Apr 2013 14:03:15 GMT

Title: One Size Does Not Fit All: conceptual concerns and moral imperatives surrounding gender-inclusive financial literacy education
Author: LAURA ELIZABETH PINTO
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 177-188
ABSTRACT In the wake of the 2008 global economic crisis, financial literacy education received increased political attention worldwide as an important policy solution to achieve a variety of ends. Cloaked in the neoliberal language of value-neutrality, financial literacy education takes on a gender-blind character, presuming a level playing field. Through its naivety, financial literacy education perpetuates the false impression that men and women experience economic participation, decisions and outcomes in the same ways. This article explores how attention to gender justice is an important moral obligation if we are to achieve inclusive financial literacy education and recommends feminist pedagogies to counter dominant and uncritical approaches to financial literacy in classrooms.

Integrative Economic Education to Combine Citizenship Education and Financial Literacy

Fri, 19 Apr 2013 14:03:15 GMT

Title: Integrative Economic Education to Combine Citizenship Education and Financial Literacy
Author: BERND REMMELE; GÜNTHER SEEBER
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 189-201
ABSTRACT Financial markets grow more and more important for society and its members. People, including school students, should meet these current as well as future competence requirements relating to financial literacy. However, the conditions determining the requirements for financial education are highly dynamic and are becoming more and more complex. So a point exists when the learning results of school education as well as lifelong financial education will not be sufficient to solve the financial problems people are confronted with. It might thus be more effective to take care of legal conditions, which are easier to handle. Generating such conditions requires civic competences in order to establish political pressure. Civic power of judgement without core financial and general economic expertise is not convincing and effective, because to achieve one's political objectives in a democratic society it is necessary to be in possession of the relevant arguments. Further, financial literacy without civic competence remains just on a reactive competence level instead of providing students with political agency. These two dimensions, i.e. financial literacy and the corresponding civic competences, have thus to be understood as parts of an integrative concept of economic education.

Intergenerational Financial Literacy: the case for teaching sustainable financial decision making in schools

Fri, 19 Apr 2013 14:03:15 GMT

Title: Intergenerational Financial Literacy: the case for teaching sustainable financial decision making in schools
Author: CONNOR K. WARNER; MARY FRANCES AGNELLO
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 202-212
ABSTRACT This article examines national (US) educational financial literacy standards through the lens of sustainability and intergenerational responsibility. Linking financial literacy standards to important sustainability issues like the Bruntland Report, the American Indian seventh generation concept, and future ethics, the article recommends the addition of specific ethical, social, and environmental standards to current financial literacy standards. The example of water is used to illustrate the connection between sustainability and financial literacy, and implications for current educators are discussed.

Ten Hypotheses about Tolerance toward Minorities among Latin American Adolescents

Fri, 19 Apr 2013 14:03:15 GMT

Title: Ten Hypotheses about Tolerance toward Minorities among Latin American Adolescents
Author: DANIEL H. CARO; WOLFRAM SCHULZ
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 213-234
ABSTRACT Discrimination on the grounds of sexual orientation, race, mental and/or physical disability, religious background, HIV/AIDS status, and ethnic origin affects the well-being of minorities and society in general. Recent research in North America underscores the importance of contact with diverse networks, intergroup discussions, a social dominance orientation, religious beliefs, and the school climate, among other factors, to explain tolerance for minorities. Theoretical and empirical work in Latin America is less extensive and has been limited by the lack of quantitative data. This article evaluates 10 different hypotheses about tolerance, using data from eighth-grade students in six Latin American countries that participated in the International Civic and Citizenship Education Study in 2009. Overall, the results provide support for most hypotheses. Notably, countries with relatively more positive views of minorities tend to exhibit very small differences in tolerance attitudes among students of varying socio-demographic characteristics and, apparently, also more effective mechanisms for promoting tolerance through schools.

Entrepreneurs in Kentucky: exploring secondary students' economic and entrepreneurial dispositions and knowledge

Fri, 19 Apr 2013 14:03:15 GMT

Title: Entrepreneurs in Kentucky: exploring secondary students' economic and entrepreneurial dispositions and knowledge
Author: KIMBERLY P. CLAYTON-CODE
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 235-249
ABSTRACT Entrepreneurship education has received increased attention at all levels of education. National content standards for entrepreneurship education have been developed that address content knowledge and attitudinal dispositions from kindergarten through university levels. In conjunction with this increased focus, one initiative that addressed the need for entrepreneurial and economic education at the secondary level was the Kentucky Council on Economic Education's Entrepreneurs in Kentucky curriculum program. This initiative aimed to develop economic and entrepreneurial knowledge and positive dispositions in secondary students. This article presents the dispositional and content knowledge results of students from 15 secondary schools, a total of 281 students, who participated in the initial Entrepreneurs in Kentucky curriculum initiative. Student responses to the project's pretest and posttest instrument were analyzed to examine if there was a significant difference between the mean pretest and posttest scores for student dispositions toward, and knowledge of, economic and entrepreneurial content. Results from the study indicated that there was a significant increase in secondary students' knowledge and attitudinal dispositions related to economic and entrepreneurial concepts as a result of their participation in the innovative curriculum program.

What Should Students Know about Money? Report of a Pilot Study of Proposed Research

Fri, 19 Apr 2013 14:03:15 GMT

Title: What Should Students Know about Money? Report of a Pilot Study of Proposed Research
Author: URVE LÄÄNEMETS
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 250-254
ABSTRACT As in all developed and developing countries, the current financial constraints have had an impact on Estonian students' financial circumstances and it is valuable to consider what curricular developments might realistically be introduced to provide support. This article is a report on a pilot study intended to inform future research into curriculum development in the area of financial literacy.

BOOK REVIEW

Fri, 19 Apr 2013 14:03:15 GMT

Title: BOOK REVIEW
Author:
Journal: Citizenship, Social and Economics Education
Year: 2012 Volume: 11 Issue: 3 Pages: 255-256
ABSTRACT Not available