Learning Practices: Financial literacy in an Aboriginal community Levon Blue Griffith University levon.blue@griffithuni.edu.au Peter Grootenboer Griffith University p.grootenboer@griffith.edu.au 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. Introduction Occasionally when we are presenting our research about FLE in an Aboriginal 1 community someone from the audience says something about FLE not being appropriate for Aboriginal people. This statement is usually made by someone who is not Aboriginal, or does not identify as Aboriginal when speaking with us further. We are informed by these individuals that Aboriginal people share all there resources (not true), are not interested in the future (not true) and that Aboriginal people just are not interested in learning about personal finances (apparently too much of a neoliberal agenda that does not align with true Aboriginal values). 1 Aboriginal is the term used in Canada to described First Nations (status and non status), Métis and Inuit Aboriginal groups.