Abstract
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.
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Notes
- 1.
Aboriginal is the term used in Canada to described First Nations (status and non status), Métis and Inuit Aboriginal groups.
- 2.
This chapter is based some findings from Blue’s PhD research in her Community (a First Nation Community in Canada). Interviews were used as the main research method during this research project as Blue returned to her Community twice during her PhD.
- 3.
In this case, the term educators refers to both researchers and community members who are collaboratively working towards education developments that are best for their site.
- 4.
A reservation, or reserve, is land that has been allocated for the exclusive use for registered, or status, Indians (First Nation individuals registered under the Indian Act).
- 5.
Treaty rights relating to education exist in Canada for First Nation people who are deemed to be ‘Status Indians’ by the Canadian Government.
- 6.
A loonie is a gold coloured $1.00 Canadian coin that often has a loon (Canadian bird) depicted on it.
- 7.
The charitable organisation that delivered the FLE ‘train-the-trainer’ workshop did consult with Community members about their modules and made some modifications to their content.
- 8.
The condition in the site include: disadvantage, poverty, unemployment, health and well-being, education and identity.
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Blue, L.E., Grootenboer, P. (2017). Learning Practices: Financial Literacy in an Aboriginal Community. In: Grootenboer, P., Edwards-Groves, C., Choy, S. (eds) Practice Theory Perspectives on Pedagogy and Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-3130-4_9
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