Financial Literacy and Academics: A Critical Discourse Analysis
DOI:
https://doi.org/10.56105/cjsae.v25i1.462Keywords:
adult education, discourse analysis, power, financial literacyAbstract
Abstract: Using a critical discourse analysis (CDA), we explore the experience of adult education and business academics educating new parents for financial literacy. Informed by poststructuralism, CDA helps to examine the social relations of power operating in knowledge dissemination processes, especially as they affect adult educators, accountants, community partners, new parents, funding agencies, and government. We analyze our own engagement in this financial program, highlighting our complicities and resistances, especially the ways in which we wittingly and knowingly become academic lackeys for our government.
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