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dc.contributor.authorBlue, Levon
dc.contributor.authorGrootenboer, Peter
dc.date.accessioned2018-10-12T01:31:52Z
dc.date.available2018-10-12T01:31:52Z
dc.date.issued2017
dc.identifier.isbn9789811031304
dc.identifier.doi10.1007/978-981-10-3130-4_9
dc.identifier.urihttp://hdl.handle.net/10072/338907
dc.description.abstractIn 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer Singapore
dc.publisher.placeSingapore
dc.relation.ispartofbooktitlePractice Theory Perspectives on Pedagogy and Education
dc.relation.ispartofchapter9
dc.relation.ispartofpagefrom175
dc.relation.ispartofpageto190
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchcode130202
dc.titleLearning Practices: Financial Literacy in an Aboriginal Community
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dc.type.codeB - Book Chapters
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorGrootenboer, Peter J.
gro.griffith.authorBlue, Levon E.


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