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Master's Thesis: Middle School Money An Integrated Financial Literacy Curriculum

Jensen, Madeline Elise
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Jensen, Madeline Elise
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Financial literacy—Study and teaching (Middle school)—United States, Interdisciplinary approach in education—United States, Economics—Study and teaching—United States, Critical pedagogy—United States, Education—Social aspects—United States
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Madeline Culver Final Draft.pdf
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https://hdl.handle.net/10267/36856
Abstract
This thesis argues the necessity of a critical financial education for middle school students with the rationale rooted in financial critical consciousness and interdisciplinary learning, and it proposed a curriculum based on these theoretical principles. Too often, micro and macro-finance is overlooked in the classroom, particularly in urban classrooms. Further, the curriculum that is typically provided, if any, lacks context for urban classrooms and a critical, socio-historic lens which allow students to critique the current systems at play. Further, current financial is not grounded in Common Core standards which often prohibits curriculum from even being presented to students. The curriculum proposed in this thesis, Middle School Money, utilizes implicit learning, and explicit interdisciplinary lessons to develop student financial schema and design deliberate space for critical discourse on race, income, wealth, and homeownership.
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