Financial Literacy Education as Public Pedagogy for the Capitalist Debt Economy
Bibliographic record
Abstract
Financial literacy education often appears as part of a solution to the individualization of economic risk, growing indebtedness, financialization and ongoing austerity. Using concepts from Marx, Žižek and Foucault, this paper analyses a number of prominent debt and investment television shows, arguing that these forms of entertainment work with financial literacy curriculum documents, editorials and speeches to form a public pedagogic dispositif that supports the creation of subjects ethically disposed to recreate the debt economy’s hierarchical relations and practices. In contrast to those who see financial literacy education as a tool for reducing debt and ameliorating financial and economic insecurity, I argue that financial literacy education is better seen as a technology that supports the production of an economic system that produces debt and financial and economic insecurity. To challenge the capitalist debt economy, the paper ends by calling for a critical public pedagogy to create the conditions in which all can be secure and realize their human capacities free from the constraints imposed by capital–conditions we owe others and ourselves a debt to continually recreate.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.004 | 0.012 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".