Financial Literacy and Academics: A Critical Discourse Analysis
Keywords:adult education, discourse analysis, power, financial literacy
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.
Antone, E. (2003). Aboriginal peoples: Literacy and learning. Literacies, 1, 9-12.
Beck, U. (1992). Risk society: Towards a new modernity. New Delhi: Sage.
Blommaert, J., & Blucaen , C. (2000). Critical discourse analysis. Annual Review of Anthropology, 29: 447-466.
Bok, D. (2003). Universities in the marketplace: The commercialization of higher education. Princeton, NJ: Princeton University Press.
Boyce, G. (2004). Critical accounting education: Teaching and learning outside the circle. Critical Perspectives on Accounting, 15: 565-586.
Brookfield, S. D. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco: Jossey-Bass.
Buckland, J. (2010). Are low-income Canadians financially literate? Placing financial literacy in the context of personal and structural constraints. Adult Education Quarterly, 60(4), 357-376.
Caffarella, R. (2002). Planning programs for adult learners (2nd ed.). San Francisco: Jossey-Bass.
Carter, C. (2008). A curiously British story: Foucault goes to business school. International Studies of Management and Organization, 38(1), 14-30.
CAUT. (2009). A bleak outlook for students. Caut/ACPPU Bulletin, 56 (7), p. A1, A6
CGA (Certified General Accountants Association of Canada). (2007). Where does the money go: The increasing reliance on household debt in Canada. Ottawa: Author.
Coyne, A. (2009). Budget ‘09: Tories take a final leap into the void. Macleans Magazine. Blog. January 27, 2009. Available at: http://www2.macleans.ca/2009/01/27/budget-09-tories-take-a-final-leap-into-the-void/
Davies, B. (2004). Introduction: Poststructuralist lines of flight in Australia. International Journal of Qualitative Studies in Education, 17 (1), 1-9.
Davis, C., & Mantler, J. ( 2004). The consequences of financial stress for individuals, families, and society. Ottawa: Centre for Research on Stress, Coping and Well-being, Carleton University.
English, L.M., & Irving, C. J. (2008). Reflexive texts: Issues of knowledge, power and discourse in researching gender and learning. Adult Education Quarterly, 58(4), 267-283.
Fairclough N. (2003). Analysing discourse: Textual analysis for social research. London: Routledge.
Fairclough, N. (1992). Discourse and social change. Cambridge: Polity Press.
Fairclough, N., & Wodak, R. (1997). Critical discourse analysis. In T.A. van Dijk (Ed.), Discourse as social interaction (Vol. 1, pp. 258-284). London: Sage.
Ferguson, J. (2007). Analysing accounting discourse: avoiding the ‘fallacy of internalism.’ Accounting, Auditing & Accountability Journal, 20(6), 912-934.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings, 1972-1977. New York: Pantheon.
Foucault, M. (1982) The subject and power. In H. Dreyfus & P. Rabinow, (Eds.). Michel Foucault: Beyond structuralism and hermeneutics (pp.208-226). Chicago: University of Chicago Press.
Freire, P., & Macdeo, D. P. (1987). Literacy: Reading the word & the world. South Hadley, MA: Bergin & Garvey.
Froud, J., Haslam, C., Johal, S., & Williams, K. (2000). Shareholder value and financialization: Consultancy promises- management moves. Economy and Society, 29(1), 80 –110.
Gendron, Y., & Bedard, J. (2001). Academic auditing research: An exploratory investigation into its usefulness. Critical Perspectives on Accounting, 12, 339–368.
Haggerty, K. D. (2004). Ethics creep: Governing social science research in the name of ethics. Qualitative Sociology, 27(4), 391-414.
Hogarth, J. M., & Swanson, J. (1995). Using adult education principles in financial education for low income audiences. Family Economics and Resource Management Biennial, 139-145.
Irving, C., & English, L. M. (2008). Partnering for research: A critical discourse analysis. Studies in Continuing Education, 30(2), 107-118.
Landvogt, K. 2006. Critical financial capability. Paper presented at the Financial Literacy, Banking and Identity Conference. RMIT University, Melbourne, Australia. October 25-25-2006 Available at http://mams.rmit.edu.au/cwt46mna0lofz.pdf
MacLullich, K. K. (2003). The emperor's "new" clothes? New audit regimes: Insights from Foucault's technologies of the self. Critical Perspectives on Accounting, 14, 791-811.
Mills, S. (1997). Discourse. London: Routledge.
Orton, L. (2007). Financial literacy: Lessons from international experience. Canadian Policy Research Networks.Ottawa.
Phillips, N., & Hardy, C. (2002). Discourse analysis: Investigating processes of social constructivism. Thousand Oaks, CA: Sage.
Pleasant, A. (2011). Health literacy: An opportunity to improve individuals, community and global health. In L. Hill (Ed), Adult Education for Health and Wellness (pp. 43-53), New Directions for Adult and Continuing Education, No. 130. San Francisco: Jossey- Bass.
PRI (Policy Research Initiative). (2005). Why financial capability matters, synthesis report. Prepared by Social and Enterprise Development Innovations for the PRI Project “New Approaches for Addressing Poverty and Exclusion.” Report on “Canadians and Their Money: A National Symposium on Financial Capability. Ottawa, June 9-10, 2005.
Quigley, B. A. (2006). Building professional pride in literacy. Malabar, FL: Krieger.
Rodrigues, L. L., & Craig, R. (2007). Assessing international accounting harmonization using Hegelian dialectic, isomorphism and Foucault. Critical Perspectives on Accounting, 18, 739-757
Swift, J. (1999). Civil society in question. Toronto: Between the Lines.
Tamboukou, M. (2003). Women, education and the self: A Foucauldian perspective. London: Palgrave, Macmillan.
Tisdell, E.J., Taylor, E.W., & Sprow, K. (2011). Culturally responsive community based financial literacy education: Practical implications from a mixed methods study of financial educators. Proceedings of CASAE and AERC, Toronto, http://www.casae-aceea.ca/sites/casae/files/2011_CASAE_Proceedings.pdf
Treleaven, L. (2004). A knowledge- sharing approach to organizational change: A critical discourse analysis. In H. Tsoukas & N. Mylonopoulos (Eds.), Organizations as knowledge systems: Knowledge, learning and dynamic capabilities (pp. 154-180). New York: Palgrave Macmillan.
How to Cite
Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:
- The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
- The right to be the sole publisher of the article for a period of 12 months;
- The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
- The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
- The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
- The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
- As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
- As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.
BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.
SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.
AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.
Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.
This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).