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Education Sciences
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Economic Education
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Economic Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 July 2019) | Viewed by 42905

Special Issue Editor

Professor James D. Laney, Ed.D.

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Guest Editor
Department of Teacher Education & Administration, University of North Texas, 1155 Union Cir #310740, Denton, TX 76203-5017, USA
Interests: economic and financial literacy education; general social studies education; general elementary and middle school education; arts integration; generative teaching-learning theory

Special Issue Information

Dear Colleagues,

It is my pleasure to invite you to submit manuscripts for a special edition of Education Sciences devoted to economic education.  The world is undergoing rapid changes—socially, culturally, politically, and economically.  Economic education also needs to change and evolve with the times.  This special issue will be open to a wide range of pertinent, change-related topics, including new trends and research in economic education, innovative teaching practices in economic education, economic education’s role in citizenship education, moral/ethical considerations in economic education, economic/financial justice education, technology integration in economic education, and the promotion of economic reasoning as a tool in real-life decision making.  I look forward to reading and reviewing your submissions.

Professor James D. Laney, Ed.D.
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Economic education
  • Financial literacy education
  • Entrepreneurship education
  • Economic/financial justice education
  • Economic reasoning and decision making

Published Papers (8 papers)

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Research

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22 pages, 429 KiB  
Article
Economics (Only) Now: The Temporal Limitations of Economics as Part of a Critical Social Studies Pedagogy
by Neil Shanks
Educ. Sci. 2019, 9(1), 36; https://doi.org/10.3390/educsci9010036 - 09 Feb 2019
Cited by 1 | Viewed by 4320
Abstract
This study speaks to the limited literature on economics pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing [...] Read more.
This study speaks to the limited literature on economics pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that preservice teachers’ purpose for teaching social studies and the function of economics were aligned in the mission to critically analyze society. However, preservice teachers’ purposes for social studies extended beyond the function of economics into the past, and informed active citizenship for future action. These results show that economics can be a significant part of a social studies education practice that seeks to analyze society, understand the past, and take action for a better future. Unfortunately, limited familiarity and content knowledge inhibit a broader application of the function of economics. Social studies teacher education must purposefully integrate economics content into the exploration of the past and a discussion of future action for justice in order to combat prevailing content knowledge issues in preservice teachers and to help them reconcile their purpose for teaching social studies through economics. Full article
(This article belongs to the Special Issue Economic Education)
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18 pages, 277 KiB  
Article
Pre-Service Teachers’ Perception of Financial Literacy Curriculum: National Standards, Universal Design, and Cultural Responsiveness
by Sarah Johnston-Rodriguez and Mary Beth Henning
Educ. Sci. 2019, 9(1), 34; https://doi.org/10.3390/educsci9010034 - 06 Feb 2019
Cited by 4 | Viewed by 4711
Abstract
For youth with disabilities, the economic challenges of adulthood pose substantial risks. While the need for financial skills to navigate the economic climate is critical, access to financial education presents many challenges. High school is the optimal time for students with disabilities to [...] Read more.
For youth with disabilities, the economic challenges of adulthood pose substantial risks. While the need for financial skills to navigate the economic climate is critical, access to financial education presents many challenges. High school is the optimal time for students with disabilities to access financial education; however, contact is limited. One factor in this limited access may be linked to special educators’ lack of knowledge of financial literacy curricula as such resources are typically not part of their teacher preparation. Using a rubric developed by Henning and Johnston-Rodriguez, preservice teachers evaluated five examples of relevant financial literacy curricula: Financial Fitness for Life, Practical Money Skills, Finance in the Classroom, Money Talks 4 Teens, and Money Smart for Young Adults. Preservice teachers found one curriculum to be most comprehensive in teaching standards-based financial literacy concepts relevant to students with special needs as well as principles of universal design and cultural responsiveness. Each of the other curricula was found to have merit in some respects, suggesting an eclectic approach of mixing some of the curricula depending on teacher and student goals. Full article
(This article belongs to the Special Issue Economic Education)
13 pages, 205 KiB  
Article
Financial Literacy Education with an Aboriginal Community: Identifying Critical Moments for Enabling Praxis
by Levon Ellen Blue
Educ. Sci. 2019, 9(1), 12; https://doi.org/10.3390/educsci9010012 - 10 Jan 2019
Cited by 6 | Viewed by 3588
Abstract
Conventional financial literacy education (FLE) practices promote individual choice and responsibility for financial circumstances. The untruth connected to conventional FLE is that achieving financial well-being is possible after acquiring financial skills and knowledge and choosing to make effective financial decisions. In this article, [...] Read more.
Conventional financial literacy education (FLE) practices promote individual choice and responsibility for financial circumstances. The untruth connected to conventional FLE is that achieving financial well-being is possible after acquiring financial skills and knowledge and choosing to make effective financial decisions. In this article, I share an exploration of FLE practices with an Aboriginal community that unfolded after a conventional train-the-trainer financial literacy workshop failed to gain traction. Nineteen semi-structured interviews took place with community members to understand their experiences, interest and perceived relevance of FLE. The importance of site-specific FLE was revealed as the tension between individual wealth accumulation practices promoted in conventional FLE collided with Indigenous ways of being, knowing and doing. Identified are critical moments for reflection that may enable praxis in FLE. By enabling praxis an educator moves away from conventional one-size-fits-all approaches to FLE, where participants’ needs are assumed, and towards more tailored approaches. Full article
(This article belongs to the Special Issue Economic Education)
16 pages, 252 KiB  
Article
A Critically Compassionate Approach to Financial Literacy: A Pursuit of Moral Spirit
by Thomas Lucey
Educ. Sci. 2018, 8(4), 152; https://doi.org/10.3390/educsci8040152 - 20 Sep 2018
Cited by 6 | Viewed by 4175
Abstract
An alternative perspective of financial literacy questioned the conceptual legitimacy of sustained personal fulfillment through maximization of financial net worth. In this alternative view, a focus on financial assets and their accumulation constitutes an activity of objectification that perceives other individuals as vehicles [...] Read more.
An alternative perspective of financial literacy questioned the conceptual legitimacy of sustained personal fulfillment through maximization of financial net worth. In this alternative view, a focus on financial assets and their accumulation constitutes an activity of objectification that perceives other individuals as vehicles for personal social advancement, rather than stories or narratives of themselves. This paper argues that a critically compassionate approach to financial literacy represents a moral pursuit. It begins with the claim that human nature is both controlling and compassionate, and that this dual nature informs about the meaning of financial literacy. From this position, it considers what it may mean to be moral in this context and extending that conception to understandings of financial practice. Finally, it asserts broadening interpretations of financial literacy to include compassionate practices represent a moral consideration. Full article
(This article belongs to the Special Issue Economic Education)
18 pages, 232 KiB  
Article
What Kind of Economic Citizen?: An Analysis of Civic Outcomes in U.S. Economics Curriculum and Instruction Materials
by Ryan M. Crowley and Kathy Swan
Educ. Sci. 2018, 8(3), 95; https://doi.org/10.3390/educsci8030095 - 29 Jun 2018
Cited by 7 | Viewed by 3901
Abstract
United States scholars in economics education generally view economic literacy as the field’s connection to citizenship education. However, despite this clarity of purpose, the range of ways that economic literacy could be applied to civic life is ill defined. Based on an examination [...] Read more.
United States scholars in economics education generally view economic literacy as the field’s connection to citizenship education. However, despite this clarity of purpose, the range of ways that economic literacy could be applied to civic life is ill defined. Based on an examination of stated civic outcomes in U.S. economics curriculum and instructional materials and drawing from Westheimer and Kahne’s (2004) widely-cited democratic citizenship framework, the authors detail four archetypes of economic citizenship: (1) The personally responsible economic citizen; (2) the participatory economic citizen; (3) the justice-oriented economic citizen; and (4) the discerning economic citizen. With these citizenship archetypes in mind, economics educators can construct opportunities for their students to consider how to use their economic knowledge to make sound personal decisions, to participate in collective action, to struggle against economic inequality, or to develop an opinion after considering multiple points of view. Full article
(This article belongs to the Special Issue Economic Education)

Review

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17 pages, 2576 KiB  
Review
Effects of Financial Education and Financial Literacy on Creative Entrepreneurship: A Worldwide Research
by Emilio Abad-Segura and Mariana-Daniela González-Zamar
Educ. Sci. 2019, 9(3), 238; https://doi.org/10.3390/educsci9030238 - 12 Sep 2019
Cited by 49 | Viewed by 16384
Abstract
The limited attention given to financial education in the development of student competencies can undermine the decision making of individuals in their adulthood. This circumstance has been widely studied in the literature, where the effect of financial literacy on creative entrepreneurship is influenced. [...] Read more.
The limited attention given to financial education in the development of student competencies can undermine the decision making of individuals in their adulthood. This circumstance has been widely studied in the literature, where the effect of financial literacy on creative entrepreneurship is influenced. The objective of this study is to analyze global research trends on the effect of financial education and financial literacy with the creativity of individual entrepreneurship. For this, a bibliometric analysis was carried out on 665 documents related to the subject of study during 1990–2018 period. The results show the most influential journals, authors, institutions, countries, and areas of knowledge on this scientific research. This work detects the main trends and patterns to offer a vision of the relationship between financial education and creative entrepreneurship. It should be noted that this research area has become a relevant field of study in education, finance, business, and management issues. Full article
(This article belongs to the Special Issue Economic Education)
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Other

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2 pages, 150 KiB  
Reply
What Kind of Economic Citizen? A Response
by Ryan Crowley and Kathy Swan
Educ. Sci. 2018, 8(4), 185; https://doi.org/10.3390/educsci8040185 - 24 Oct 2018
Viewed by 2339
Abstract
In our previous work (Crowley & Swan, 2018), we extended the three citizenship categories (personally responsible, participatory, justice-oriented) created by Westheimer and Kahne into the realm of economic citizenship. In doing so, we added a fourth citizenship archetype: the discerning economic citizen. In [...] Read more.
In our previous work (Crowley & Swan, 2018), we extended the three citizenship categories (personally responsible, participatory, justice-oriented) created by Westheimer and Kahne into the realm of economic citizenship. In doing so, we added a fourth citizenship archetype: the discerning economic citizen. In a comment on our original article, Cameron (2018) suggested that the discerning economic citizen is not a distinct archetype, but rather a foundational aspect of all elements of economic citizenship. Herein, we provide greater foundation for our decision to separate out the discerning economic citizen. Full article
(This article belongs to the Special Issue Economic Education)
5 pages, 184 KiB  
Comment
What Kind of Economic Citizen? A Comment
by Michael P. Cameron
Educ. Sci. 2018, 8(3), 136; https://doi.org/10.3390/educsci8030136 - 01 Sep 2018
Cited by 1 | Viewed by 2805
Abstract
Crowley and Swan (2018) proposed a categorisation of economic citizenship, in which they extend earlier work to include a new type, the discerning economic citizen. I argue that the discerning economic citizen is not a distinct type from the other three (the personally [...] Read more.
Crowley and Swan (2018) proposed a categorisation of economic citizenship, in which they extend earlier work to include a new type, the discerning economic citizen. I argue that the discerning economic citizen is not a distinct type from the other three (the personally responsible economic citizen, the participatory economic citizen, and the justice oriented economic citizen). The underlying idea of whether an economic citizen is discerning or not instead represents a different dimension across which the goals of economics education could be conceptualised. Full article
(This article belongs to the Special Issue Economic Education)
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