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To achieve a fully participatory society, all participants should receive equal opportunities for understanding the processes of acquiring, managing, and developing financial resources. The author argues that financial education processes do not meet the needs of all children, because they do not account for differences in child development prompted by various economic contexts. He contends that these contexts prompt judgment patterns among individuals having economic differences and that efforts toward social equity necessitate the exploration of moral issues related to personal finance. He recommends use of the arts to enable student discovery and reconciliation of financial judgments so that students may construct understandings of the social issues that prompt financial inequities and may explore ideas to challenge them.

The purpose of this paper is to describe a method for preparing teacher candidates to educate for civic engagement through a philosophy of critical compassion.

It begins with an examination of citizenship’s contextual relevancy and the importance of developing citizens who possess the adaptability to practice compassion in a variety of contexts. It provides a series of example art-based discussion activities founded on the principles of introspection and community. Such activities offer potential to foster a compassionate sense of personal self-worth with candidates through a sense of inner care.

Candidates develop a sense of self-appreciation sourced independently from patterns of social controls and promoting an empathy toward other people that they, in turn, can develop in their students.

These processes offer potential to empower candidates to view citizenship as a process of social engagement that respects the equitable contribution of all participants.

Social studies teachers possess a daunting task in a 21^st century environment of economic-mindedness and technological infatuation. In a setting of individualism and instant gratification, enabling a future citizenry to realize the patterns of economic disparity and to accept their responsibilities towards other less fortunate citizens provides a formidable challenge. The authors interpret understandings of citizenship as being closely related to conceptualizations of economics and view methods by which classrooms employ instructional technology as paramount to exploring these associations. This paper conveys how technology represents an instructional resource that may foster exploration and examination of these relationships and describes a student-centered cooperative instructional model for its classroom implementation.

The notion of accountability carries with it an implicit sense of objectification, in which schools, teachers, and students represent the objects of measure by which policy makers judge schools. Reframing the notions of accountability requires a critical interpretation of the accountability system that challenges competitive notions of achievement while cultivating compassionate views of student performance. Drawing from the principles of critically compassionate financial literacy, this chapter discusses how discipline-based art education may provide an instructional vehicle for facilitating dialogues that reframe notions of accountability in education.