Ítem


Some Contemporary Forms of the Funds of Knowledge Approach. Developing Culturally Responsive Pedagogy for Social Justice

The population of children in schools is rapidly becoming more ethnically and culturally diverse. However, there is a mismatch between the cultures in children’s homes and the cultures in their schools. The funds of knowledge approach emerged in Tucson (Arizona, USA) in order to counter the deficit perspectives common in depictions of working-class, Latin American families. In this paper we critically report on two contemporary research projects conducted around funds of knowledge and social justice pedagogy. In particular, this paper describes and discusses two projects, which have been conducted in schools with disadvantaged students in USA (Latino students in Arizona) and Australia (students with low socio-economic status, from diverse ethnic groups), examining how these projects exemplify social justice pedagogy. Both projects reviewed explore the application of a funds of knowledge approach, in which students focus on a key aspect of their identity and living circumstances and investigate it, seeking to understand the current situation and create positive options for possible improvements

International Journal of Educational Psychology, 2015, vol. 4, núm. 1, p. 33-53

Hipatia Press

Autor: Subero, David
Vila, Ignasi
Esteban Guitart, Moisès
Data: 24 febrer 2015
Resum: The population of children in schools is rapidly becoming more ethnically and culturally diverse. However, there is a mismatch between the cultures in children’s homes and the cultures in their schools. The funds of knowledge approach emerged in Tucson (Arizona, USA) in order to counter the deficit perspectives common in depictions of working-class, Latin American families. In this paper we critically report on two contemporary research projects conducted around funds of knowledge and social justice pedagogy. In particular, this paper describes and discusses two projects, which have been conducted in schools with disadvantaged students in USA (Latino students in Arizona) and Australia (students with low socio-economic status, from diverse ethnic groups), examining how these projects exemplify social justice pedagogy. Both projects reviewed explore the application of a funds of knowledge approach, in which students focus on a key aspect of their identity and living circumstances and investigate it, seeking to understand the current situation and create positive options for possible improvements
Format: application/pdf
ISSN: 2014-3591
Accés al document: http://hdl.handle.net/10256/12517
Llenguatge: eng
Editor: Hipatia Press
Col·lecció: Reproducció digital del document publicat a: http://dx.doi.org/10.4471/ijep.2015.02
Articles publicats (D-PS)
És part de: International Journal of Educational Psychology, 2015, vol. 4, núm. 1, p. 33-53
Drets: Reconeixement 3.0 Espanya
URI Drets: http://creativecommons.org/licenses/by/3.0/es/deed.ca
Matèria: Educació inclusiva
Inclusive education
Pedagogia
Education -- Study and teaching
Justícia social
Social justice
Multiculturalisme
Multiculturalism
Títol: Some Contemporary Forms of the Funds of Knowledge Approach. Developing Culturally Responsive Pedagogy for Social Justice
Tipus: info:eu-repo/semantics/article
Repositori: DUGiDocs

Matèries

Autors