Beyond Moral Teaching: Financial Literacy as Citizenship Education

Beyond Moral Teaching: Financial Literacy as Citizenship Education

This thesis explores what financial literacy is, what financial literacy becomes and what financial literacy could become within the context of a citizenship education such as the Swedish upper secondary subject of social studies. Financial literacy does not intuitively converge with social sciences which leaves social studies teachers to both teach and realise financial literacy. Thus, teachers become co-creators of financial literacy as a school subject. This thesis explores this process via two different studies resulting in four research articles. In the first study, semi-structured interviews – analysed through PCK – are used to explore the perceptions of Swedish social studies teachers in upper secondary school regarding financial literacy teaching and learning. The findings include differences between experienced and novice teachers regarding which content knowledge and pedagogical approaches they use. However, all teachers express difficulties fitting financial literacy into social studies, mainly due to a perception of financial literacy primarily being a private matter, along with the unclear relationship between financial and societal issues. The second study is designed as a financial literacy teaching intervention. Students’ views on a financial dilemma are analysed using citizenship conceptions and threshold concepts. The findings are used to discuss design principles for financial literacy teaching. Salient conclusions in the thesis include citizenship education being able to frame financial literacy and provide epistemic features which can make financial literacy more teachable and learnable. It is hoped that the results from this thesis can inform future financial literacy teaching design as well as policy discussion related to financial literacy teaching and learning contextualised with another subject, especially citizenship education. Financial literacy is a topic in social studies in upper secondary school in Sweden. However, financial literacy is not a defined discipline, nor has it any clear educational aim. Even though Swedish social studies teachers lack formal financial training they become co-creators of financial literacy as school subject. This thesis explores what financial literacy is, what financial literacy becomes and what financial literacy could become when taught as citizenship education. The first study investigates how teachers perceive and realise their financial literacy teaching. The second study explores possible ways to elaborate financial literacy teaching and thereby a feasible convergence between financial literacy and citizenship education. The findings suggest that financial literacy teaching and learning can benefit from utilising epistemic means from citizenship education. Thereby, students can be invited to explore financial and societal systems and to discuss financial issues as both individuals and citizens.