Magister Commercii - MCom / In this thesis I explored the teaching of debt literacy, a sub-topic of Financial Literacy Education. To do this, I used an arts-based framework to experiment with teaching debt literacy using poetry. Prior to the main poetry intervention, I explored several arts-based approaches such as frozen scenes, image theatre and drama-based pedagogies but I eventually settled on using poetry. Poetry as an arts-based approach to research within the field of financial literacy education is the research design. These two poems are produced as knowledge artefacts that can be used in further research studies or even by current students as teaching aids.

Magister Commercii - MCom / This thesis reports on my investigation into undergraduate students' knowledge of financial literacy (FL) and explores ways of improving their FL by using and experimenting with alternative Financial Literacy Education (FLE) methods and techniques. In attempting this, I report on the educational interventions that I attempted. These are critical literacy approaches that included drama teaching techniques that formed part of a praxis approach to FLE. Low levels of financial literacy are of great concern in South Africa because South Africans have high rates of debt which the researcher asserts are an indication of misconceptions, misunderstanding, and also a lack of financial literacy. South Africa needs to have undergraduate students that are financially literate who apply critical reasoning to make critical financial decisions.

Teachers’ voices have been largely excluded from the academic and political debates regarding the aims and merits of financial literacy education. Through case study research, this project examined the beliefs, practices, and lives of 10 teachers in Québec and Ontario who teach financial literacy at the intermediate and senior levels. Specifically, the teachers in this study report taking a critical approach to financial literacy education–a subject that tends to be framed in simplistic and individualistic terms as mere personal financial decision-making. In an analysis of in-depth interviews and deliberative inquiry focus groups with self-identifying critical teachers and investigation into various documentary sources, I detail the ways in which some of these teachers adhere to mainstream understandings of financial literacy education while others work to reframe it towards more critical and economically just ends. This research results in the development of a framework for critical economic literacy education, documenting the intellectually demanding set of skills, knowledge, and pedagogical strategies a critical economic literacy requires of students and teachers. Findings also bring forth distinctions in teachers’ ideas about criticality, revealing that teachers navigate between common, critical, and transformative sense orientations in sophisticated ways to achieve their pedagogical aims. Last, I investigate how criticality emerges in teachers, narrating the ways in which their personal biographies, professional and political activities, and intellectual pursuits inform their critical teaching in relation to financial literacy. This case study is further contextualized by the current political moment in which escalating economic inequality and the widening racial wealth gap, the current financial crisis, impending climate disasters, and antidemocratic politics worldwide convey a sense of urgency and a timely relevance for a more critical and transformative financial literacy education.

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This Financial Literacy Program Model is a proposed solution to the problem of financial illiteracy among the working poor. Over 80 percent of adults in America are not financially literate, yet more than half believe themselves to be (OECD, 2005). No community is more adversely affected by this fallacy than the working poor. Earning income, yet living below the poverty line, this group is as deceived as any other by the misconception that increased income is their sole remedy rather than a small part of the complex equation greatly influenced by financial literacy. Drawing upon a review of related literature, observation of a successful program, and interviews, three barriers to financial literacy education are presented and addressed in this program’s design. 1) Overblown financial self-efficacy spawns the popular belief held by most financially illiterate individuals that they are financially literate (OECD, 2005). 2) Lack of differentiation is prevalent. Existing programs cover basic financial topics with a one size fits all approach. 3) Although attrition rates are high, there are few motivational interventions in place within currently existing programs. These obstacles combined with the unique set of circumstances faced by the working poor exacerbate financial illiteracy and its related issues. This program was designed as part of the I Am Potential, Inc initiative (IAP) – an effort to assist individuals who desire to enhance their lives. In particular, IAP targets underserved communities. The “I Am Potential” Financial Literacy Program Model and Implementation Plan addresses these issues through instructional design with pre- and post-treatment financial self efficacy and motivation assessments along with differential instructional delivery methods, including a variety of modes and durations available for a distinctive learner population. The iv model accommodates the subsequent addition of coursework for enhancement in other life domains.

Made available in DSpace on 2015-12-03T18:33:07Z (GMT). No. of bitstreams: 1 Virginia_Prestes_Bernardes_Camillo.pdf: 841849 bytes, checksum: 5e36432262fd5944c6116a5c3ad3cbe2 (MD5) Previous issue date: 2014-03-06 / The present work has investigated from the point of view of the financial education, if the university??s students are a potential market for the popularization of equities investment and if the creation of a brokerage office, or something similar, within the educational environment, would be feasible. To achieve the general and specific objectives, it has been done interviews with managers from the educational area, managers from the capital market, and research through a questionnaire survey with students with a higher education and also a review of the literature related to financial education. The results of the research indicated that there are huge student??s interest in learning financial education; the creation of a brokerage office, or similar, within the university area was well received by educational managers as well as capital market managers, with the only requirement to combine financial practice to the theory given by the academy. It is intended that this research provides guidance popularization actions, both by the exchange as well as stockbrokers and investment agents, emphasizing the importance of bringing knowledge about finance to the people so we can have a solid foundation in the country of aware investors / O presente trabalho investigou do ponto de vista da educa????o financeira, se o p??blico universit??rio representa um mercado potencial para a populariza????o do investimento em renda vari??vel e se a cria????o de um escrit??rio de corretora, ou algo semelhante, dentro do ambiente educacional seja vi??vel. Para atingir os objetivos geral e espec??ficos foram realizadas entrevistas com gestores da ??rea de educa????o, gestores do mercado de capitais, pesquisa por meio de question??rio com alunos do ensino superior e revis??o da bibliografia relacionada ?? educa????o financeira. O resultado das pesquisas indicou que h?? claro interesse dos alunos em aprender educa????o financeira; a cria????o de um escrit??rio de corretora, ou similar, dentro de faculdades foi bem recebida tanto por gestores da ??rea educacional quanto do mercado de capitais, tendo como principal requisito aliar a pr??tica financeira ?? teoria ministrada pela academia, evitando-se eventuais conflitos de interesse. Pretende-se que esta pesquisa norteie a????es de populariza????o, tanto por parte da bolsa como tamb??m de corretoras de valores, agentes de investimentos e, finalmente, institui????es de ensino superior, enfatizando a import??ncia de levar conhecimento sobre finan??as ?? popula????o para que possamos ter no pa??s uma s??lida base de investidores conscientes