Hostname: page-component-78c5997874-4rdpn Total loading time: 0 Render date: 2024-11-09T14:20:22.608Z Has data issue: false hasContentIssue false
  • English
  • Français

Strategies for Improving Indigenous Financial Literacy in Schools

Published online by Cambridge University Press:  19 February 2016

Maryann Bin-Sallik ,
Isabella Adams  and
Siva Ram Vemuri
Maryann Bin-Sallik
Affiliation:
Faculty of Indigenous Research and Education, Charles Darwin University, Darwin, Northern Territory, 0909, Australia
Isabella Adams
Affiliation:
School of Australian Indigenous Knowledge Systems, Faculty of Law, Business and Arts, Charles Darwin University, Darwin, Northern Territory, 0909, Australia
Siva Ram Vemuri
Affiliation:
School of Law & Business, Faculty of Law, Business and Arts, Charles Darwin University, Darwin, Northern Territory, 0909, Australia
Get access

Abstract

The Indigenous Australian population is not only considerably younger than the non-Indigenous population but is also on the rise. The challenge for many is to provide the kind of education that equips young Indigenous Australians with the necessary skills for managing their money. This challenge is further compounded, as the adult Indigenous population is not well versed in money management. This paper examines some of the strategies that are needed to improve Indigenous financial literacy in schools.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 33 , 2004 , pp. 31 - 36
Copyright
Copyright © The Author(s) 2004

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aboriginal and Torres Strait Islander Studies Commission. (1988). Removing the welfare shackles: A discussion paper on a reform initiative for Indigenous economic development. Canberra: Australian Government Publishing Service.Google Scholar
Adams, I. (2002). Financial literacy education for Indigenous people. Unpublished manuscript.Google Scholar
Australian Bureau of Statistics. (2002). Indigenous VET participation increased by sixty percent between 1996 and 2000. Retrieved 15 August, 2004, from http://www.abs.gov.au/AUSStats/abs@nsf/0/7A197CO79500BA55CA256E20007A3B.Google Scholar
Australian Securities and Investment Commission. (ASIC) (2003). Financial literacy in schools: ASIC discussion paper. Canberra: Australian Government Publishing Service.Google Scholar
Bin-Sallik, M. A., Blomeley, N., Flowers, R. & Hughes, P. (1994). Review and analysis of literature relating to Aboriginal and Torres Strait Islander education. Canberra: Department of Employment Education and Training.Google Scholar
Brittan, D. (2003). Thinking lessons. The Magazine of the Harvard Graduate School of Education, 47(2), 7–11.Google Scholar
Bruner, J. S. (1971). Toward a theory of instruction. Cambridge, MA: Harvard University Press.Google Scholar
BrunerJ, S. J, S. (1986). Play, thought and language. Prospects, 16(1), 77–83.Google Scholar
Clitheroe, P. (2004). Preface. In Consumer and Financial Literacy Taskforce, Australian consumers and money: A discussion paper (pp. i–x). Canberra: The Taskforce, Australian Government.Google Scholar
Consumer and Financial Literacy Taskforce. (2004). Australian consumers and money: A discussion paper. Canberra: The Taskforce, Australian Government.Google Scholar
Coombs, H. C., Brandt, M. M., & Snowdon, W. E. (1983). A certain heritage: Programs for and by Aboriginal families in Australia (CRES Monograph 9). Canberra: Centre for Resource and Environmental Studies, Australian National University.Google Scholar
Craven, R., Tucker, A., Munns, G., Hinkley, J., Marsh, H., & Simpson, K. (2003). Indigenous students’ aspirations: Dreams, perceptions and realities. Canberra: Department of Education, Training and Science.Google Scholar
Dewey, J. (1964). Democracy and education: An introduction to the philosophy of education. New York: McMillan.Google Scholar
Freire, P. (1972). Pedagogy of the oppressed (Ramos, M. Bergman. Trans.). Harmondsworth: Penguin.Google Scholar
Fuller, D., & Parker, L. (2002). Indigenous economic development in Northern Australia: Opportunities and contraints. Rockhampton, QLD: Central Queensland University Press.Google Scholar
Harris, S. (1990). Two way Aboriginal schooling. Canberra: Aboriginal Studies Press.Google Scholar
Harris, S., & Malin, M. A. (1994). Aboriginal kids in urban classrooms. Wentworth Falls, NSW: Social Science Press.Google Scholar
Harslett, M., Harrison, B., Godfrey, J., Partington, G., & Richer, K. (n.d.). Teacher perceptions of the characteristics of effective teachers of Aboriginal middle school students, Edith Cowan University. Retrieved 4 November, 2004, from http://www.eddept.wa.edu.au/abled/quality/teacerup.htm.Google Scholar
Hunter, B. (1999). Three Nations, not one: Indigenous and other Australian poverty (CAPER Working Paper no. 1/1999). Canberra: Australian National University.Google Scholar
Kiyosaki, R. T., with Letcher, S. L. (1998). Rich dad, poor dad: What the rich teach their kids about money that the poor and middle class do not. Paradise Valley, AZ: Tech Press.Google Scholar
Lampe, D. (2000). Wouldn’t you rather be rich?: How to plan for a financially secure retirement. Canberra: Vengence Pty Ltd.Google Scholar
Rose, D., Lui-Chivizhe, L., McKnight, A., & Smith, A. (2003). Scaffolding academic reading and writing at the Koori Centre. We Australian Journal of Indigenous Education, 32, 41–48.Google Scholar