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Financial Literacy Education with Aboriginal People: The Importance of Culture and Context

Author

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  • Blue Levon

    (Griffith University, Mt Gravatt Campus, Brisbane, Australia)

Abstract

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.

Suggested Citation

Handle: RePEc:vrs:finprj:v:2:y:2016:i:2:p:91-105:n:1002
DOI: 10.2478/fprj-2016-0006
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