YorkSpace
    • English
    • français
  • English 
    • English
    • français
  • Login
View Item 
  •   YorkSpace Home
  • Faculty of Graduate Studies
  • Electronic Theses and Dissertations (ETDs)
  • Education
  • View Item
  •   YorkSpace Home
  • Faculty of Graduate Studies
  • Electronic Theses and Dissertations (ETDs)
  • Education
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

The Ethics of Entrepreneurship and Financial Literacy Education: A Security and Freedom for the Other

Thumbnail
View/Open
Arthur_Chris_R_2016_PhD.pdf (1.293Mb)
Date
2016-09-20
Author
Arthur, Chris Ross

Metadata
Show full item record
Abstract
Financial literacy education (FLE) and entrepreneurship education (EE) are paradigmatic of the dominant response in education to precarious employment and increasing financial insecurity. Motivated by a conviction that governments, researchers, teachers, parents and businesses must empower individuals, particularly the most disadvantaged, to manage and even thrive in an increasingly competitive and unstable economic climate, FLE and EE advocates call for the reconstruction of economic practices, cultural narratives and education systems to create more knowledgeable and responsible individuals. The expansive and intensive aims of FLE and EE signal their public pedagogic character a term I borrow from Henry Giroux to stress that FLE and EE lessons are taught through various media texts (e.g. debt and investment television programs, policy documents, FLE and EE video games, soap operas, newspaper articles and apps), are embedded in supportive economic practices, laws and regulations and aim at creating a particular public that is both a conglomeration of financially literate entrepreneurs and a shared world.

Drawing from Levinasian scholarship, Marxist theory, critical pedagogy and critical theory, I conduct a critical philosophical analysis of FLE and EE security and freedom narratives, examining the claim that FLE, EE and their attendant economic practices, laws and institutions will improve the economic security and freedom of many. I find that FLE and EE public pedagogues narratives despite claims that they are driven by a responsibility to improve the security and freedom of others betray a primary responsibility for the security and freedom of capital, which undermines others security and freedom. I conclude my analysis by outlining a critical FLE and EE public pedagogy that promotes a responsibility for the other and others, not capital.
URI
http://hdl.handle.net/10315/32265
Collections
  • Education

All items in the YorkSpace institutional repository are protected by copyright, with all rights reserved except where explicitly noted.

YorkU LogoContact Us | Send Feedback
link to sitemap

 

Browse

All of YorkSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

My Account

LoginRegister

Statistics

View Usage Statistics

All items in the YorkSpace institutional repository are protected by copyright, with all rights reserved except where explicitly noted.

YorkU LogoContact Us | Send Feedback
link to sitemap