This article presents the findings related to teaching beliefs and pedagogical practices of a study that examined how financial literacy educators educate adults from underserved population groups in community-based settings. The study is theoretically framed in the teaching beliefs and culturally responsive education literature. Findings reveal a complex interaction of educators' teaching beliefs that affect their pedagogical approaches: financial literacy as understanding, the importance of the cultural context, and emotions and money. These beliefs resulted in a pedagogy that highlighted the everyday financial realities of learners' lives in a cultural context.
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