Funds of Knowledge Theorizing Practices in Households, Communities, and Classrooms
The 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...
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Developing knowledge through observations of the everyday seems to be something about which we all know but too few of us practice. The 16 articles in this collection address the fact that humans are competent and have knowledge, and their life experiences give them that knowledge. They begin by describing the theoretical foundations of this concept, including how theories can bridge gaps between households and the classroom, then address the idea that teachers can serve as researchers and empower parents, especially those with multicultural backgrounds or whose life experiences have provided a unique store of knowledge. In a section on translocations, new concepts and new directions they describe ways to use this concept in research projects, ethnographies, and in mining hidden caches of distributed knowledge based on real lives. Annotation ©2004 Book News, Inc., Portland, OR
1Introduction : theorizing practices12Beyond culture : the hybridity of funds of knowledge293Formation and transformation of funds of knowledge474Funds of knowledge for teaching : using a qualitative approach to connect homes and classrooms715Funds of knowledge for teaching in latino households896La visita1197Beyond a beads and feathers approach1318Empowering parents of multicultural backgrounds1439Home is where the heart is : a funds of knowledge-based curriculum module15310Border crossings : funds of knowledge within an immigrant household16711Social reconstructions of schooling : teacher evaluations of what they learned from participation in the funds of knowledge project18312Funds of knowledge and team ethnography : reciprocal approaches19913Preservice teachers enter urban communities : coupling funds of knowledge research and critical pedagogy in teacher education21314Reflections on the study of households in New York City and long island : a different route, a common destination23315Funds of distributed knowledge25716Reflections and possibilities275
