Revisioning Financial Education: Shortcomings and Opportunities for Transformation

Authors

  • Lara Paul University of Saskatchewan
  • Sarah Knudson University of Saskatchewan

DOI:

https://doi.org/10.25071/1916-4467.40733

Keywords:

financial literacy, family finances, financial education, curriculum development, experiential learning

Abstract

Early, comprehensive and contextually relevant instruction in financial literacy for youth has been found to positively influence financial behaviours as well as psychosocial outcomes such as stress management and feelings of self-efficacy. Yet, financial literacy resources and secondary school curricula have several key limitations, such as piecemeal delivery, which hinder their potential to promote positive and lasting habits. With a focus on the Canadian context, we first assess the potential benefits and limitations of financial literacy education. We then present and assess a newly released financial education curriculum package from Western Canada, analyzing its proposed delivery framework and possibilities for implementation elsewhere.

Author Biographies

Lara Paul, University of Saskatchewan

Lara Paul is a teacher and a sociologist, currently working as an instructor at Saskatchewan Intercultural Association while pursuing a Master's of Education in Curriculum Studies, within the College of Education at the University of Saskatchewan.

Sarah Knudson, University of Saskatchewan

Sarah Knudson serves as Associate Professor of Sociology at the University of Saskatchewan's St. Thomas More College. Her primary research interests are in the area of families, gender and culture, and include family and couple formation, intimate relationships, and family support during the transition to adulthood. She has also conducted research on special education students and the transitional years.

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Published

31-12-2023

How to Cite

Paul, L., & Knudson, S. (2023). Revisioning Financial Education: Shortcomings and Opportunities for Transformation. Journal of the Canadian Association for Curriculum Studies, 20(2-3), 139–159. https://doi.org/10.25071/1916-4467.40733

Issue

Vol. 20 No. 2-3 (2023)

Section

Articles

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Copyright (c) 2023 Lara Paul

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