Abstract
In this chapter, we focus on the financial literacy education (FLE) practices in an Aboriginal community in Canada. We discuss the role of FLE in this Community and describe how a form of site-based education development occurred. The importance of praxis , the moral and ethical aspect of teaching by FLE practitioners is also explored. Next, we identify the ecological arrangements of FLE practices and Community members’ financial practices. The enabling and constraining practice architectures encountered in the site are identified and explained. It is important to point out that the first named author of this paper is a member of this Aboriginal community and so in conjunction with fellow Community members, the approaches to learning and their felt needs were explored. Last, we will outline the implications for FLE practitioners/educators we identified working in this site.
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