Politics and Argumentation in Financial Literacy Education Policy

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Abstract

This chapter applies argumentation theory to reveal conclusion-premise-inference structures for Canadian financial education arguments in the public sphere. Consistent with prior research on policy argumentation, pathos and ethos are utilized over logos to advocate the inclusion and development of financial education. The chapter traces how Canadian financial education policy was shaped not by evidence, but by the values of political actors. By calling attention to the structure and substantive nature of political arguments, this chapter raises issues of importance to those producing and enacting policy. Only through awareness of the nuances of policy arguments can policy be challenged, and calls for evidence-based policy can be addressed.

Keywords

Financial literacy Politics Curriculum Policy Argumentation 
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Notes

Acknowledgements

The author thanks Tone Kvernbekk and Robert C. Pinto for their helpful feedback and suggestions at various points in the development of this work.

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Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.University of Ontario Institute of Technology (UOIT), Faculty of EducationOshawaCanada

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