Exploring the relevance of financial literacy education in a First Nation community

The relevance of financial literacy education (FLE) in a remote Canadian First Nation community was explored after a generic FLE workshop failed to gain traction. To understand the relevance of FLE in the Community, group interviews, a Community Summit and field notes were used as sources of evidence. During the analysis phase practice theory was use to examine the ‘sayings’, ‘doings’ and ‘relatings’ in a financial context. Next, we examined the possibilities of what can be achieved in the Community and find that site based and Community developed FLE was desired. Reported in this paper are the planning and initiating stages of site based education that occurred