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- Björklund, Mattias, 1971-
(author)
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Beyond Moral Teaching : Financial Literacy as Citizenship Education
- 2021
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Doctoral thesis (other academic/artistic)abstract
- This thesis explores what financial literacy is, what financial literacy becomes and what financial literacy could become within the context of a citizenship education such as the Swedish upper secondary subject of social studies. Financial literacy does not intuitively converge with social sciences which leaves social studies teachers to both teach and realise financial literacy. Thus, teachers become co-creators of financial literacy as a school subject. This thesis explores this process via two different studies resulting in four research articles. In the first study, semi-structured interviews – analysed through PCK – are used to explore the perceptions of Swedish social studies teachers in upper secondary school regarding financial literacy teaching and learning. The findings include differences between experienced and novice teachers regarding which content knowledge and pedagogical approaches they use. However, all teachers express difficulties fitting financial literacy into social studies, mainly due to a perception of financial literacy primarily being a private matter, along with the unclear relationship between financial and societal issues. The second study is designed as a financial literacy teaching intervention. Students’ views on a financial dilemma are analysed using citizenship conceptions and threshold concepts. The findings are used to discuss design principles for financial literacy teaching. Salient conclusions in the thesis include citizenship education being able to frame financial literacy and provide epistemic features which can make financial literacy more teachable and learnable. It is hoped that the results from this thesis can inform future financial literacy teaching design as well as policy discussion related to financial literacy teaching and learning contextualised with another subject, especially citizenship education.
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- Björklund, Mattias, 1971-
(author)
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Curriculum Taking and Curriculum Making? Educational context and financial literacy teaching in Sweden
- 2020
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2020:2, s. 129-152
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Journal article (peer-reviewed)abstract
- The aim of this article is to explore how experienced and novice Swedish social studies teachers form their financial literacy aims since they teach financial literacy without having any formal financial literacy training. This leaves both educational aims as well as teaching practice regarding financial literacy unresolved. Using teacher interviews, this article investigates how experienced and novice teachers use competencies beside content and pedagogical knowledge when planning and executing their financial literacy teaching in social studies. This knowledge is referred to as knowledge of context. Findings suggest that experienced teachers do not consult syllabus in an elaborate manner, instead they adapt their teaching in relation to educational programme, students’ age and life-world. Novice teachers, however, teach according to syllabus and do so consistently regardless of which students they teach.
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| 4. |
- Björklund, Mattias, 1971-
(author)
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Curriculum Taking and Curriculum Making? Educational context and financial literacy teaching in Sweden
- 2020
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In: Nordidactica. - 2000-9879. ; 10:2, s. 129-152
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Journal article (peer-reviewed)abstract
- The aim of this article is to explore how experienced and novice Swedish social studies teachers form their financial literacy aimssince they teach financial literacy without having any formal financial literacy training. This leaves both educationalaims as well as teaching practice regarding financial literacy unresolved. Using teacher interviews, this articleinvestigateshow experienced and novice teachers usecompetencies beside content and pedagogical knowledge when planning and executing their financial literacy teachingin social studies. This knowledge is referred to as knowledge of context. Findings suggest that experienced teachers do not consult syllabus in an elaborate manner, instead they adapt their teaching in relation to educational programme, students’ age and life-world. Novice teachers, however, teach according to syllabus and do so consistently regardless of whichstudents they teach.
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| 5. |
- Björklund, Mattias, 1971-, et al.
(author)
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Financial Literacy as Citizenship Education – a viable prospect?
- 2020
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In: Journal of Social Science Education. - : Bielefeld University. - 1618-5293. ; 19:3, s. 4-20
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Journal article (peer-reviewed)abstract
- Purpose: This article aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad citizenship education.Method: Content analysis where an assessment of students’ answers was compared and aligned with Westheimer & Kahne’s (2004) theory driven conceptions of citizenship.Findings: Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications of what needs to be included in teaching in order to address financial issues as citizenship education.Implications: Focus in financial literacy education should be widened to include political and social aspects of the relation between households and the financial systems.
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- Björklund, Mattias, 1971-, et al.
(author)
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Grasping the concept of value : Exploring students’ economic and financial literacy in citizenship education
- 2022
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In: Journal of Social Science Education. - : sowi-online e.V.. - 1618-5293. ; 21:4
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Journal article (peer-reviewed)abstract
- Purpose: To explore student’s understandings of financial literacy and economics issues with an aim to inform future teaching designs.Design/methodology/approach: Phenomenography and variation theory has been used to analyze students’ understanding of a concept found in both financial and economic contexts, namely value.Findings: Students need to discern that value is attributed, related to scarcity and to other values in order to elaborate their understanding. Thus, teaching also needs to address these issues.Research implications: A social science framing of financial literacy and economics can facilitate a teaching that aims for the development of students’ critical thinking and future ability to make informed choices
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| 7. |
- Björklund, Mattias, 1971-, et al.
(author)
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Inviting students to independent judgement : Teaching financial literacy as citizenship education
- 2021
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In: Citizenship, Social and Economics Education. - : SAGE Publications. - 1478-8047 .- 2047-1734. ; 20:2, s. 103-121
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Journal article (peer-reviewed)abstract
- Many financial literacy educational efforts mainly focus on teaching money management. However, money management alone do not address financial prerequisites concerning home ownership, savings or retirement planning since these issues are governed by agents outside households, namely the financial system and policy makers. This study examines students’ response to a financial literacy teaching that treats financial issues as controversial and contextually bounded to the financial and societal systems. Data consists of 36 students’ conversations during a financial literacy teaching intervention. Results show that students are capable of grasping and relating to financial concepts where association to the financial system and policy-making produce elaborate understanding. Furthermore, students that contest given financial concepts and system do not only present constructive alternate solutions for the future, but these students also seem to grasp current financial and societal systems in more advanced ways and thereby demonstrate a possible convergence between financial literacy and citizenship education.
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| 8. |
- Björklund, Mattias, 1971-
(author)
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Privatekonomi på schemat
- 2017
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In: Skola & samhälle. - 2001-6727.
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Journal article (pop. science, debate, etc.)abstract
- Att alla människor gör egna val om bolån, pensioner och sparande kan vid en första anblick verka som en rimlig tanke. Men om vi betänker att dessa val påverkas – och ofta styrs – av tillväxt, konjunkturcykler, bankers agerande samt politiska beslut på nationell och överstatlig nivå, ja då framstår idén att varje hushåll ska göra dessa val som tveksam. Än mer tveksam framstår idén att skolan ska bära ansvaret för att utbilda den enskilde i att fatta dessa livsavgörande beslut.
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| 9. |
- Björklund, Mattias, 1971-, et al.
(author)
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Privatekonomiundervisning som medborgarbildning – Är det möjligt?
- 2020
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In: Nordic Conference in Social Studies Didactics 2020, 30.3–1.4.2020 in Vaasa. - : Åbo Akademi University. ; , s. 21-22
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Conference paper (peer-reviewed)abstract
- Sedan 1990-talet har individens privatekonomiska ansvar ökat beträffande sparande till pension, försäkringar för sjukvård och lån för bostadsköp. Detta har förbundit individen med det finansiella systemet, men även ökat individens privatekonomiska utsatthet vilket samtidigt ställer nya och högre krav på privatekonomisk utbildning (Lucey & Bates, 2012).Detta hörsammades tidigt av OECD:s vars definition på privatekonomisk litteracitet med fokus på hushållskunskaper (OECD, 2016) däremot ansågs vara för snäv från forskarhåll (Davies, 2015). Detta hjälper inte individen att förstå de ekonomiska och finansiella systemen (Berti, 2016) utan reser frågor när privatekonomi ska undervisas och läras inom ramen för ett medborgarbildande ämne som samhällskunskap. I Sverige verkar dessutom samhällskunskapslärare uppfatta privatekonomiinslaget som kopplat till hushållskunskaper (Björklund, 2019), men samhällskunskapsämnet strävar, å andra sidan, mot en vidare uppfattning av medborgarbildning syftande till personligt deltagande i samhälleligt förändringsarbete (Sandahl, 2015) som överensstämmer med Westheimer & Kahnes (2004) medborgarkonceptioner.Denna studie utforskar relationen mellan privatekonomi och medborgarbildning och undersöker hur undervisning kan utformas för att elever ska kunna förändra sin uppfattning om privatekonomi från något givet och individuellt till något dynamiskt och samhälleligt.Undersökningen bestod av en förtestfråga där elever år 1 på gymnasiet fick svara på en fråga rörande presumtivt ansvar för en förändrad privatekonomisk situation. Resultaten pekar mot att elever uppvisar fyra kvalitativt skilda uppfattningar där tre av dessa typer av uppfattningar överensstämmer med Westheimer & Kahnes (2004) medborgarkonceptioner. För att utveckla elevers förståelse av privatekonomi mot en mer elaborerad medborgarbildning föreslår vi att det finansiella systemet ska diskuteras som en samhällsfunktion vilken kan förändras via demokratiska styrmedel.
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