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Bringing Funds of Family Knowledge to school. The Living Morocco Project (“برغملا شيعلا”)

The purpose of the study, grounded in sociocultural theory, is to describe the funds of knowledge of a Moroccan family living in Catalonia (Spain) in order to document how teachers can use these funds of knowledge to make direct links between students’ lives and classroom teaching. The funds of knowledge approach is based on a simple premise: regardless of any socio-economical and sociocultural "deficit" that people may or may not have all families accumulate bodies of beliefs, ideas, skills and abilities based on their experiences (in areas such as their occupation or their religion). The challenge consists in connecting these bodies of educational resources with teaching practice in order to connect the curriculum with students’ lives. In doing so, qualitative research can be carried out using several techniques such as self portraits, self-definition tasks, assessment of family artefacts, documenting routines through photographs, or the analysis of a person’s significant circle. The results in terms of teaching practices illustrate the variety of ways teachers can make connections between home and school in ways that assist learners in their academic development. In this article, we propose using the term funds of identity to complement the concept of funds of knowledge

REMIE. Multidisciplinary Journal of Educational Research, 2011, vol. 1, núm. 1, p. 79-103

Hipatia Press

Autor: Saubich, Xènia
Esteban Guitart, Moisès
Data: 2011
Resum: The purpose of the study, grounded in sociocultural theory, is to describe the funds of knowledge of a Moroccan family living in Catalonia (Spain) in order to document how teachers can use these funds of knowledge to make direct links between students’ lives and classroom teaching. The funds of knowledge approach is based on a simple premise: regardless of any socio-economical and sociocultural "deficit" that people may or may not have all families accumulate bodies of beliefs, ideas, skills and abilities based on their experiences (in areas such as their occupation or their religion). The challenge consists in connecting these bodies of educational resources with teaching practice in order to connect the curriculum with students’ lives. In doing so, qualitative research can be carried out using several techniques such as self portraits, self-definition tasks, assessment of family artefacts, documenting routines through photographs, or the analysis of a person’s significant circle. The results in terms of teaching practices illustrate the variety of ways teachers can make connections between home and school in ways that assist learners in their academic development. In this article, we propose using the term funds of identity to complement the concept of funds of knowledge
Format: application/pdf
ISSN: 2014-2862
Accés al document: http://hdl.handle.net/10256/8528
Llenguatge: eng
Editor: Hipatia Press
Col·lecció: Reproducció digital del document publicat a: http://dx.doi.org/10.4452/remie.2011.004
Articles publicats (D-PS)
És part de: REMIE. Multidisciplinary Journal of Educational Research, 2011, vol. 1, núm. 1, p. 79-103
Drets: Attribution 3.0 Spain
URI Drets: http://creativecommons.org/licenses/by/3.0/es/
Matèria: Catalunya -- Emigració i immigració
Catalonia -- Emigration and immigration
Marroc -- Emigració i immigració
Morocco -- Emigration and immigration
Família i escola
Home and school
Títol: Bringing Funds of Family Knowledge to school. The Living Morocco Project (“برغملا شيعلا”)
Tipus: info:eu-repo/semantics/article
Repositori: DUGiDocs

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