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Conventional financial literacy education (FLE) practices promote individual choice and responsibility for financial circumstances. The untruth connected to conventional FLE is that achieving financial well-being is possible after acquiring financial skills and knowledge and choosing to make effective financial decisions. In this article, I share an exploration of FLE practices with an Aboriginal community that unfolded after a conventional train-the-trainer financial literacy workshop failed to gain traction. Nineteen semi-structured interviews took place with community members to understand their experiences, interest and perceived relevance of FLE. The importance of site-specific FLE was revealed as the tension between individual wealth accumulation practices promoted in conventional FLE collided with Indigenous ways of being, knowing and doing. Identified are critical moments for reflection that may enable praxis in FLE. By enabling praxis an educator moves away from conventional one-size-fits-all approaches to FLE, where participants' needs are assumed, and towards more tailored approaches.

Australians are embracing new forms of digital finance products and services, which includes purchasing cryptocurrencies and non‐fungible tokens (NFTs). There has been an increase in investment scams associated with cryptocurrencies. In this article, we sought to understand from cryptocurrency and NFT investors, who is vulnerable and what vulnerabilities exist. We surveyed 745 Australians aged 18 and over who have purchased cryptocurrencies or NFTs. We used sociological perspectives of consumer vulnerability that focus on internal and external factors to analyse our findings. We found that both socioeconomic advantaged and disadvantaged Australians are vulnerable. The vulnerabilities include concerns over security, unsolicited advice, limited options for learning, and insufficient financial and IT literacy. The findings suggest that online financial education is needed from trusted independent sources to help combat scams and to keep Australians and their crypto assets safe. We recommend that more opportunities to educate individuals about alternative forms of financial products are offered in compulsory, vocational and higher education settings. [ABSTRACT FROM AUTHOR]

Financial literacy education (FLE) typically focuses on teaching skills and capabilities that promote individual wealth accumulation--for example, the importance of working, budgeting and saving. In this article, we argue the need to move from an individual wealth accumulation focus in FLE to a praxis approach to FLE. We outline the shortcomings of the conventional approach to FLE and develop a conceptual framework for a praxis approach to FLE. We view praxis as the moral, ethical and caring aspect of teaching. Using the conceptual framework, we argue that a praxis approach to FLE includes full attention to: how financial decision-making affects others and self; acknowledging that some life decisions are not financially rewarding; understanding that improving financial mathematics skills and capabilities may not equate to an increase in income; how SES affects an individual's ability to save and maintain long-term saving; and the ways in which gender, culture, values, psychological state, socioeconomic class and ethics shape identity and their impact on financial decision-making.

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.

Students flourish by having positive learning experiences at school. Here we describe an action research study undertaken in an Australian primary school that was intended to promote the development of students' positive learning identities and resources. We partnered with classroom teachers to devise pedagogical practices that explicitly targeted the development of students' positive cognitions, positive emotions and positive experiences. Two main lines of inquiry guided the action research: (i) what might 'positivity' look like in relation to learning, for students within primary school classrooms? and (ii) what kinds of pedagogical practices promote positivity within the classroom? Data were collected over an 18-month period and drew from two cycles of action research which generated teacher reflections and interviews, observations of classroom teaching and learning episodes, rich descriptive field notes, anecdotal feedback from parents, as well as student reflections and student focus group interviews. Practice theory was used to analyse the data. Our findings indicate that there are explicit learning behaviours and dispositions that represent positivity in a learning context; and we identify pedagogical practices effective for fostering these behaviours and dispositions. These practices, referred to here as positive pedagogies, include teacher talk, social and emotional resources for students, the supplementation of lessons with resource building materials and the development of individualised learning goals that target the development of positive cognitions, emotions and experiences. We provide a detailed commentary of the action research cycles (and related professional learning) that classroom teachers undertook in the process of contributing to the 'positive pedagogies' presented.

Financial literacy education (FLE) continues to gain momentum on a global scale. FLE is often described as essential learning for all citizens, despite the bulk of initiatives outside the compulsory school classrooms focussed on educating economically disadvantaged individuals. Informed by Indigenous ways of knowing, being and doing a critical discourse analysis of FLE facilitators resources used in train-the-trainer workshops in/for a Canadian Aboriginal community was conducted to identify dominant discourses. An uncomfortable space was uncovered as the ubiquitous focus on individual wealth accumulation contradicted Indigenous ways of knowing, being and doing, underscoring the challenges of embedding Indigenous epistemologies in highly institutionalised charitable organisations' attempts to help Indigenous (and non-Indigenous) peoples in poverty. Although this research is based on a Canadian program, the explosion of FLE as a "solution" to collective problems such as poverty lends itself to other--including Australian--contexts.

Globally, neoliberal education policy touts youth entrepreneurship education as a solution for staggering youth unemployment, a means to bolster economically depressed regions, and solution to the ill-defined changing marketplace. Many jurisdictions have emphasized a need for K-12 entrepreneurial education for the general population, and targeted to youth labeled "at risk." The Martin Aboriginal Education Initiative's Aboriginal Youth Entrepreneurship Program (AYEP) has been enacted across Canada. This paper applies critical discourse analysis to a corpus of texts, exposing how colonial practices, deficit discourse, and discursive neoliberalism are embedded and perpetuated though entrepreneurial education targeted at Aboriginal students via AYEP.

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