Inviting students to independent judgement: Teaching financial literacy as citizenship education

Many financial literacy educational efforts mainly focus on teaching money management. However, management alone does not address prerequisites concerning home ownership, savings or retirement planning since these issues are governed by agents outside households, namely the system and policy makers. This study examines students’ response to a that treats as controversial contextually bounded societal systems. Data consists of 36 conversations during intervention. Results show students capable grasping relating concepts where association policy-making produce elaborate understanding. Furthermore, contest given do only present constructive alternate solutions for future, but also seem grasp current systems in more advanced ways thereby demonstrate possible convergence between citizenship education.