Financialization, Financial Literacy, and Social Education

“The interrelated curricula of financial literacy, economics, and entrepreneurship have for quite some time been in dire need of the sharp, critical deliberation of ideas these authors offer. This book will be the go-to source for speaking back to deeply rooted problems within teaching “the dismal science” of economics.” — Mark Helmsing, Assistant Professor of Education, George Mason University.

“Lucey’s book extends our knowledge of financial literacy by exploring what economists and quantitative researchers often refer to as the “black box” – the unexplained “whys” of financial literacy. It also describes a more compassionate approach to financial literacy education.” — Brenda J. Cude, Professor Emeritus, University of Georgia, U.S.

“This discourse provides a foundation to open up the curricular space to teach K-12 economics and finance to equip future citizens to imagine and then work to build a more equitable economy, and to move beyond simply teaching how to navigate the heavily, unequitable system. Timely and relevant dialogue for the scholarship of financial literacy.” — Tamara Sober, PhD, Assistant Professor, School of Education, Virginia Commonwealth University, U.S. Author of Wise Choices: The Economics Discourse of a High School Economics and Personal Finance Course (2017) and Teaching Economics as If People Mattered (2007).

“Financial literacy education traditionally promotes a neoliberal approach, but this book offers a needed shift in towards more critical perspectives and scholars. These chapters and conversations illustrate how educators and scholars can center students’ concerns in teaching financial literacy.” — R. Zackary Seitz, M.Ed, Economics Teacher, Wylie High School

“The interrelated curricula of financial literacy, economics, and entrepreneurship have for quite some time been in dire need of the sharp, critical deliberation of ideas these authors offer. This book will be the go-to source for speaking back to deeply rooted problems within teaching “the dismal science” of economics.” — Mark Helmsing, Assistant Professor of Education, George Mason University.

“Lucey’s book extends our knowledge of financial literacy by exploring what economists and quantitative researchers often refer to as the “black box” – the unexplained “whys” of financial literacy. It also describes a more compassionate approach to financial literacy education.” — Brenda J. Cude, Professor Emeritus, University of Georgia, U.S.

“This discourse provides a foundation to open up the curricular space to teach K-12 economics and finance to equip future citizens to imagine and then work to build a more equitable economy, and to move beyond simply teaching how to navigate the heavily, unequitable system. Timely and relevant dialogue for the scholarship of financial literacy.” — Tamara Sober, PhD, Assistant Professor, School of Education, Virginia Commonwealth University, U.S. Author of Wise Choices: The Economics Discourse of a High School Economics and Personal Finance Course (2017) and Teaching Economics as If People Mattered (2007).

“Financial literacy education traditionally promotes a neoliberal approach, but this book offers a needed shift in towards more critical perspectives and scholars. These chapters and conversations illustrate how educators and scholars can center students’ concerns in teaching financial literacy.” — R. Zackary Seitz, M.Ed, Economics Teacher, Wylie High School

Thomas A. Lucey is a professor in the School of Teaching and Learning at Illinois State University.