TY - JOUR
T1 - Community-Based Financial Literacy Education in a Cultural Context
T2 - A Study of Teacher Beliefs and Pedagogical Practice
AU - Tisdell, Elizabeth J.
AU - Taylor, Edward W.
AU - Forté, Karin Sprow
PY - 2013/11
Y1 - 2013/11
N2 - This article presents the findings related to teaching beliefs and pedagogical practices of a study that examined how financial literacy educators educate adults from underserved population groups in community-based settings. The study is theoretically framed in the teaching beliefs and culturally responsive education literature. Findings reveal a complex interaction of educators' teaching beliefs that affect their pedagogical approaches: financial literacy as understanding, the importance of the cultural context, and emotions and money. These beliefs resulted in a pedagogy that highlighted the everyday financial realities of learners' lives in a cultural context.
AB - This article presents the findings related to teaching beliefs and pedagogical practices of a study that examined how financial literacy educators educate adults from underserved population groups in community-based settings. The study is theoretically framed in the teaching beliefs and culturally responsive education literature. Findings reveal a complex interaction of educators' teaching beliefs that affect their pedagogical approaches: financial literacy as understanding, the importance of the cultural context, and emotions and money. These beliefs resulted in a pedagogy that highlighted the everyday financial realities of learners' lives in a cultural context.
UR - http://www.scopus.com/inward/record.url?scp=84886933253&partnerID=8YFLogxK
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U2 - 10.1177/0741713613477186
DO - 10.1177/0741713613477186
M3 - Article
AN - SCOPUS:84886933253
SN - 0741-7136
VL - 63
SP - 338
EP - 356
JO - Adult Education Quarterly
JF - Adult Education Quarterly
IS - 4
ER -