Abstract
ABSTRACT This study examined preservice teachers’ agreement with critically compassionate financial literacy standards and the financial literacy standards developed by The Council for Economic Education for Grade 4. The preservice teachers, enrolled in elementary social studies methods courses at two institutions, responded to surveys about their agreement with traditional and compassionate standards for financial literacy before and after a visual, audio, and dramatic art intervention integrated into the elementary methods course. After their experience of three art-based instructional activities about social injustice, the preservice teachers expressed more agreement with compassionate financial literacy standards for Grade 4 than they did before the activities. This research informs the social education community about alternative conceptions of financial literacy, the relevance of art-based instruction to social education and financial education, and the prospects for affecting teacher candidates’ perspectives toward financial literacy. Art-based instruction offers the potential to improve compassionate approaches for financial literacy.
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