Funds of Knowledge: Theorizing Practices in Households, Communities, and ClassroomsThe concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
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Contents
THEORETICAL UNDERPINNINGS | |
Formation and Transformation of Funds of Knowledge | |
Using a Qualitative Approach to Connect | |
Funds of Knowledge for Teaching in Latino Households | |
TEACHERS AS RESEARCHERS | |
Beyond a Beads and Feathers Approach | |
A Funds of KnowledgeBased Curriculum Module | |
Funds of Knowledge Within an Immigrant Household | |
Teacher Evaluations of What They | |
Reciprocal Approaches | |
Coupling Funds of Knowledge | |
Funds of Distributed Knowledge | |
Reflections and Possibilities | |
Other editions - View all
Funds of Knowledge: Theorizing Practices in Households, Communities, and ... Norma González,Luis C. Moll,Cathy Amanti No preview available - 2005 |
Funds of Knowledge: Theorizing Practices in Households, Communities, and ... Norma González,Luis C. Moll,Cathy Amanti No preview available - 2005 |
Common terms and phrases
academic activities American Anthropology approach areas Arizona asked become border building chapter child classroom collaborative concept conduct connections construction context create culture curriculum discussion economic emerged engage English ethnographic example exchange experiences field funds of knowledge horses households ideas important individual instruction interested interviews involved issues labor language learning literacy lives look mathematics meaning mediate meet methods Mexican Mexico mining module Moll mother neighborhood networks notes observations parents participation particular perspective positive practices present Press production Puerto Rican questions reflect relations relationships response role sense settings shared skills social Spanish structures study groups talk teachers teaching theoretical theory things topics transformation Tucson understanding unit University urban values Vélez-Ibáñez visits wanted writing York
Bibliographic information
| Title | Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms |
| Editors | Norma Gonzalez, Luis C. Moll, Cathy Amanti |
| Publisher | Routledge, 2006 |
| ISBN | 1135614059, 9781135614058 |
| Length | 320 pages |
| Subjects | › Education / General Education / Research Education / Student Life & Student Affairs Family & Relationships / Education |
| Export Citation | BiBTeX EndNote RefMan |