I’ve spent a month unpacking what I mean by crisis-informed financial literacy. Now I want to hear from you. If […]
Where Andragogy Assumes Too Much” (Hybrid, Friction)
Knowles’ theory of andragogy, one of the foundational frameworks in adult education, assumes the adult learner is self-directed, ready to […]
Should I Address This?
Picture the scenario: a participant in a financial literacy workshop asks the facilitator about investing. Should the facilitator answer that […]
The Adult Who Was Never There
Gutman and McLoyd’s research found something specific: children whose adults actively organized their engagement with school, institutions, and community resources […]
Learning in Circles, Not Lines
Standard curriculum design assumes learning moves in a straight line. Module one, then module two, then module three, each building […]
Support, Challenge, Vision
I didn’t design our fifteen-month curriculum around a theory. I designed it around what I watched work, and only later […]
Redundant, and Ignored Anyway
Tout (1997) made an argument I think about often: the phrase “critical numeracy” shouldn’t need to exist. Real numeracy, properly […]
Numeracy vs. genuine financial literacy
Foundations: Two Kinds of NumeracyThere are two very different things people mean when they say “numeracy,” and financial literacy programs […]
An Unexamined Assumption
Most financial literacy programs are built on an assumption nobody bothers to state out loud: that financial literacy is primarily […]
Useless at Zero Income
“The budgeting worksheet is useless when you have zero income. I need information about applying for benefits and emergency assistance.” […]