Scholarship related to financial and consumer education largely concerns itself with the acquisition, management, and growth of financial resources. In a global setting that witnesses increasing competition for natural resources, along with diminishing appreciation for human rights, a challenge for financial and consumer educators involves developing foundation for bettering individual wealth in manners that respect all members of a global society. Reframing Financial Literacy fills this need by providing literature that examines a broad view of financial literacy by connecting financial practice with issues of citizenship, along with personal and professional identity. It relates these issues to educational theory and practice to provide the reader with information about the relevance of improving social worth, while bettering financial wealth. Boasting 14 previously unpublished chapters from an international slate of authors, and classroom adaptable lesson plans for each chapter, Reframing Financial Literacy will interest both teachers and researchers with its exciting classroom activities and its provocative content. This is a must work that no education professional should be without.

Helps to develop knowledge of authentic instructional methods (such as role playing, inquiry, and values clarification) that are applicable to ESS. Provides a comprehensive view of social studies that encourages reader awareness of and appreciation for their emotional and social identities. Provides readers with the context for social studies teaching, offers explanations of current content topics, and presents authentic instructional strategies for classroom use.

Helps to develop knowledge of authentic instructional methods (such as role playing, inquiry, and values clarification) that are applicable to ESS. Provides a comprehensive view of social studies that encourages reader awareness of and appreciation for their emotional and social identities. Provides readers with the context for social studies teaching, offers explanations of current content topics, and presents authentic instructional strategies for classroom use.

The objective of this book is to prompt a re-examination of financial literacy, its social foundations, and its relationship to citizenship education. The collection includes topics that concern indigenous people's perspectives, critical race theory, and transdisciplinary perspectives, which invite a dialogue about the ideologies that drive traditional and critical perspectives. This volume offers readers opportunities to learn about different views of financial literacy from a variety of sociological, historical and cultural perspectives. The reader may perceive financial literacy as representing a multifaceted concept best interpreted through a non-segregated lens. The volume includes chapters that describe groundings for revising standards, provide innovative teaching concepts, and offer unique sociological and historical perspectives. This book contains 13 chapters, with each one speaking to a distinctive topic that, taken as a whole, offers a well-rounded vision of financial literacy to benefit social education, its research, and teaching. Each chapter provides a response from an alternative view, and the reader can also access an eResource featuring the authors' rejoinders. It therefore offers contrasting visions about the nature and purpose of financial education. These dissimilar perspectives offer an opportunity for examining different social ideologies that may guide approaches to financial literacy and citizenship, along with the philosophies and principles that shape them. The principles that teach and inform about financial literacy defines the premises for base personal and community responsibility. The work invites researchers and practitioners to reconsider financial literacy/financial education and its social foundations. The book will appeal to a range of students, academics and researchers across a number of disciplines, including economics, personal finance/personal economics, business ethics, citizenship, moral education, consumer education, and spiritual education.

The 1% and the other 99%...the Haves and the Have Nots... Words such as junk bonds, subprime mortgage, bailouts, derivatives, and housing bubble have become part of the daily vernacular of the ordinary American. There is a chasm arguably growing between the "Haves" and the "Have Nots" which teachers must acknowledge and instruct the adults of tomorrow. Financial Literacy for Children and Youth, Second Edition asserts that teaching is a social and political act capable of enabling the teachers of today to delve into the practical, theoretical, and socio-historical perspectives of financial literacy instruction in schools with the hopes to better the life outcomes of young people. Each section of the book reflects one of those perspectives. Each chapter is written by well-known financial literacy educators and is followed by questions designed to encourage discussion and critical analysis. The book is designed for both preservice and in service social studies teachers and is written at a level understandable to both undergraduate and graduate students. The book challenges the teacher or teacher-to-be to think critically about financial literacy instruction as a necessary and important portal to social justice for the students of today.

The 1% and the other 99%...the Haves and the Have Nots... Words such as junk bonds, subprime mortgage, bailouts, derivatives, and housing bubble have become part of the daily vernacular of the ordinary American. There is a chasm arguably growing between the "Haves" and the "Have Nots" which teachers must acknowledge and instruct the adults of tomorrow. Financial Literacy for Children and Youth, Second Edition asserts that teaching is a social and political act capable of enabling the teachers of today to delve into the practical, theoretical, and socio-historical perspectives of financial literacy instruction in schools with the hopes to better the life outcomes of young people. Each section of the book reflects one of those perspectives. Each chapter is written by well-known financial literacy educators and is followed by questions designed to encourage discussion and critical analysis. The book is designed for both preservice and in service social studies teachers and is written at a level understandable to both undergraduate and graduate students. The book challenges the teacher or teacher-to-be to think critically about financial literacy instruction as a necessary and important portal to social justice for the students of today.

Conversations about social education curricula largely neglect elements of spirituality and consciousness. This omission undermines the quality of the learning that occurs. This book presents spirituality as a legitimate basis for reframing these social decision-making by examining how revisiting notions of spirituality may redefine patterns of social relationships and financial choices.This work presents an interpretation of spirituality that offers the foundation for an alternative ideology to capitalist practices founded on principles of merit and blame. By acknowledging a spiritual sense of being, citizens may gain a renewed sense of personal responsibility toward community and social justice. The work draws from a fate-based ideology, which claims that individual and group choices originate from conditions outside their control. It describes art-based instructional processes that may stimulate students' affective awareness. It encourages facilitation of compassionate environments founded on principles of selflessness and provides a basis for conversation about the nature of social education and its foundations. This book represents an invaluable resource for researchers, leaders and practitioners in the field of social education.

Scholarship related to financial and consumer education largely concerns itself with the acquisition, management, and growth of financial resources. In a global setting that witnesses increasing competition for natural resources, along with diminishing appreciation for human rights, a challenge for financial and consumer educators involves developing foundation for bettering individual wealth in manners that respect all members of a global society. Reframing Financial Literacy fills this need by providing literature that examines a broad view of financial literacy by connecting financial practice with issues of citizenship, along with personal and professional identity. It relates these issues to educational theory and practice to provide the reader with information about the relevance of improving social worth, while bettering financial wealth. Boasting 14 previously unpublished chapters from an international slate of authors, and classroom adaptable lesson plans for each chapter, Reframing Financial Literacy will interest both teachers and researchers with its exciting classroom activities and its provocative content. This is a must work that no education professional should be without.