La littératie financière : vers une éducation financière féministe autochtone

In this article, we demonstrate how current approaches to financial literacy education might benefit from the inclusion of Indigenous feminist perspectives. We argue that Indigenous feminisms can add a unique critical view of financial literacy education that may help to address shortcomings in ongoing conversations and practices in the field. In consideration of this, we offer a framework to change the mindset of educators from one of financial literacy to one of financial consciousness.Dans cet article, nous démontrons comment les approches actuelles en matière d’éducation financière pourraient bénéficier de l’inclusion des perspectives féministes autochtones. Nous soutenons que les féminismes autochtones peuvent ajouter une vision critique unique de l’éducation en littératie financière, ce qui pourrait aider à combler les lacunes des conversations et des pratiques en cours dans ce domaine. En tenant compte de cela, nous proposons un cadre pour changer la mentalité des éducateurs d’une mentalité de littératie financière à une mentalité de conscience financière

Higher Degree by Research

This open access book provides insights from Indigenous higher degree research (HDR) students on supervision practices in an Australian context. It examines findings from qualitative studies conducted with Indigenous HDR students from different academic disciplines, enrolled higher education institutions across Australia, and supervisors of Indigenous HDR students. Six types of data and their thematic analyses are presented, to understand the needs and experiences of both Indigenous HDR students and supervisors of Indigenous HDR students. This book also unpacks assumptions and commonly held beliefs about Indigenous HDR students, and shares what Indigenous HDRs report they need to experience success in higher education. It reports the experiences of supervisors of Indigenous HDR students, and explore further opportunities which enhance the higher education experiences of Indigenous HDR students. This book also suggests how successful relationships between Indigenous HDR students, and their supervisors may be fostered, and aims to be a useful resource for Indigenous peoples wishing to pursue higher education, and HDR supervisors in countries with Indigenous populations

Higher Degree by Research

This open access book provides insights from Indigenous higher degree research (HDR) students on supervision practices in an Australian context. It examines findings from qualitative studies conducted with Indigenous HDR students from different academic disciplines, enrolled higher education institutions across Australia, and supervisors of Indigenous HDR students. Six types of data and their thematic analyses are presented, to understand the needs and experiences of both Indigenous HDR students and supervisors of Indigenous HDR students. This book also unpacks assumptions and commonly held beliefs about Indigenous HDR students, and shares what Indigenous HDRs report they need to experience success in higher education. It reports the experiences of supervisors of Indigenous HDR students, and explore further opportunities which enhance the higher education experiences of Indigenous HDR students. This book also suggests how successful relationships between Indigenous HDR students, and their supervisors may be fostered, and aims to be a useful resource for Indigenous peoples wishing to pursue higher education, and HDR supervisors in countries with Indigenous populations

Exploring the classroom practices that may enable a compassionate approach to financial literacy education

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

There are serious problems with the concept of ‘financial literacy’

The federal government’s financial literacy strategy shows how serious the idea of improving financial decision-making is. But the concept of what it means to be “financially literate” may be problematic.It is certainly tempting to think that simply learning about money management could improve financial well-being. But the reality is there are a whole host of economic, political and cultural issues that play into whether someone fits the definition of “financially literate”..

Royal commission scandals are the result of poor financial regulation, not literacy

Thousands of Aboriginal people were sold unsuitable financial products and vulnerable consumers are targeted by instant cash loan machines because the financial landscape supports predatory practices.And insurance agents were able to exploit and target Aboriginal people because the industry isn’t fully regulated..

Financial literacy education with Aboriginal people: The importance of culture and context

Learning about effective ways to manage money is a 21st century skill and the focus of financial literacy education (FLE) initiatives globally. Individuals deemed to have lower levels of financial literacy are often the targets of financial literacy workshops/programs. In this research paper the key outcomes are identified from a qualitative study that explored the FLE practices with an Aboriginal community in Canada (that the author is a member of). This includes conceptualising what influences financial decision-making and the role of culture and context in financial literacy education with a Community instead of for a Community. Discussed is the importance of adopting a praxis approach to FLE and integrating site based education development with Community members instead of imposing education on individuals. Last, outlined in this paper is how the above findings may offer insights for financial educators and/or planners participating in financial literacy education and engaging with Aboriginal clients

Exploring the financial literacy education practices in a Canadian Aboriginal community: A case study

Countries around the world, both developed and emerging, agree that financial literacy education (FLE) is of critical importance, with current economic times having led to an opportune moment for financial education. The 2008 global financial crisis (GFC), increasingly complex financial markets, and widespread growth of alternative or predatory financial services are all valid reasons for FLE. At present FLE is considered an essential 21st century life skill for individuals to acquire. Opportunities to teach individuals how to make simple financial decisions about money management and exposure to financial dilemmas an individual might face are some of the approaches used. Ensuring that individuals manage their personal finances effectively so that they have adequate funds to enable a comfortable retirement tends to be the dominating push of FLE. Indeed, this conventional FLE approach is often packaged as easy to acquire skills and knowledge that individuals are expected to follow to effectively manage their finances. The conventional approach also operates from a deficit perspective where assumptions are made about what an individual can or cannot do based on their financial circumstances. Moreover, the social structures that exist to ensure that both poverty and extreme wealth co-exist are not exposed. Therefore, caution should be taken when viewing education as the sole solution to the world’s economic problems as there are other factors to consider such as socio-economic status (SES), gender, culture and behaviour. In this thesis, I explored the FLE practices in a Canadian Aboriginal community as a case study. As a member of this Community, I returned twice to conduct this research. The relevance and importance of FLE in this Community was explored after a widely used financial literacy train-the-trainer workshop failed to gain traction. To understand why FLE was sought in this Community, semi-structured interviews with 19 individuals were conducted and a brief Community-initiated survey of 55 Community members was completed. Relationship building guided my approach to research in my Community. The findings have been analysed using practice theory to understand the sayings, doings and relatings in a FLE practices context. An opportunity to identify realistic outcomes of FLE in this Aboriginal community was identified. This included the importance and relevance of FLE for Community members: leaving to attend post-secondary education; wanting to complete the financial aspects of grant applications; and, learning how to read financial statements to engage in further decision-making within the Community. Last, I challenge the narrow and perhaps misleading vision of current and conventional FLE practices by offering a model that allows for critical thinking and includes other influences, such as the recognition of culture differences (some with less of a focus on wealth accumulation) and the impact of poverty in financial decision-making. It is hoped that these findings will help to better align FLE policies and practices in Aboriginal communities for the betterment of future generations

Factors that Influence Financial Capability and Effectiveness: Exploring Financial Counsellors’ Perspectives

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

Trust settlement agreement practices in first nation communities

In this book chapter, I focus on the epistemological, ontological and axiological practice traditions that help to reveal the taken-for-granted assumptions about the management of trust funds in First Nation communities. Informing this chapter is a qualitative research study involving 11 First Nation community members in Canada who were interviewed. Indigenous ways of knowing, being and doing and the theory of practice architectures are used to identify the cultural discursive, material-economic and social-political arrangements that enable and/or constrain practice. The findings reveal that Indigenous ways of knowing, being and doing collide adversely with trust account decision making due to the duties and obligations guiding trust settlement agreements. The ways in which trust account practices can be transformed to ensure greater alignment with Indigenous ways of knowing, being and doing are outlined.</p