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The present qualitative case study examines how community-based lessons impacted the practices, perspectives, and internship placement experiences of 16 bilingual pre-service teachers. Grounded in the concepts of funds of knowledge and border thinking pedagogy, the findings revealed that bilingual pre-service teachers drew on local knowledge to create community-based lessons; these lessons supported student engagement and participation, and they helped pre-service teachers develop a sense of belonging and connection. We end with important implications for the field of teacher education regarding the (re)framing of teacher preparation programs so that they center on learning with and from students' and communities' funds of knowledge. [ABSTRACT FROM AUTHOR]

This review illuminates the growing body of funds of identity (FoI) scholarship and explores its contribution to breaking down deficit thinking and enhancing the inclusivity and equity of education. FoI theory aims to complement the funds of knowledge conceptual framework that draws attention to knowledge and competences of minoritized students. FoI theory is distinctive because of its focus on funds that are personally meaningful for students. The concept of FoI and its relationship with funds of knowledge scholarship are described, followed by an analysis of insights from FoI empirical research: (1) methodological tools that researchers have developed to identify students' FoI and (2) pedagogical approaches utilized to connect to students' FoI. Finally, the review offers an examination of evidence that research has yielded for effects that result from making links to students' FoI, and makes recommendations for future work. [ABSTRACT FROM AUTHOR]

Like English for speakers of other languages (ESOL) teachers, adult basic education (ABE)/high school equivalency (HSE) teachers of U.S.-born, L1-English-speaking learners must deliver instruction that effectively addresses a range of culturally influenced needs, perspectives, experiences, and knowledge in their classes. For this reason, several effective techniques and approaches common in adult ESOL classrooms also work well for ABE/HSE learners. These include the use of manipulatives to support kinesthetic learning, the language experience approach, the Mutually Adaptive Learning Paradigm®, the incorporation of funds of knowledge, and culturally relevant teaching. Because these methods all focus on centering learners' lives, experiences, and knowledge in the classroom, they become tools for building racially and culturally inclusive classrooms when used with adult learners of color. The knowledge and experience that adult learners bring into the classroom is the best, most unique asset that adult education has upon which to build effective learning and support learners as they improve their own lives and, by extension, create a more equitable society. [ABSTRACT FROM AUTHOR]

Public perceptions about the Roma are perpetuated with deeply ingrained prejudices. Crossing sociocultural boundaries, this study sought a firsthand, contextual understanding about the Roma through funds of knowledge framework. Findings illustrated a sense of active agency, as the household members employed resources and opportunities despite the rapid changes and challenges in their surroundings. The analysis sheds light on educational policymaking and initiatives, as well as advancing funds of knowledge framework theorizing and implementing. [ABSTRACT FROM AUTHOR]

Undergraduate students can develop different bodies of knowledge by engaging with members of their family, university, and community. In this study, we investigated how undergraduate students used the knowledge, skills, and resources they gained in class to engage with their local communities through the creation of documentary films as part of an undergraduate course assignment. We employed funds of knowledge as a theoretical lens to understand how students utilize their academic knowledge in community contexts, and how students accumulate funds of knowledge within these contexts. The findings demonstrate that community-based knowledge was transmitted through a food discourse, which in turn informed the students' academic knowledge. What is highlighted is the dialectical relationship between knowledge developed through community engagement and those gained through academic contexts. [ABSTRACT FROM AUTHOR]

This article describes how preservice teachers and Latinx students can collaborate to effect change in the way that K–12 educators support students from traditionally marginalized groups. We build on the concept of funds of knowledge to demonstrate how situating traditionally marginalized students in positions of expertise as funds of knowledge mentors can incite profound dispositional shifts that subvert traditional hierarchies of power within schooling contexts and cultivate professional democracy within the field of education. [ABSTRACT FROM AUTHOR]

This qualitative study analyzes interviews with 17 first-generation Latina/o/x students. This study bridges funds of knowledge and social reproduction theory to examine the bi-directional exchange of familial funds of knowledge and capital relevant to higher education in Latina/o/x families. Students' familial funds of knowledge assisted them as they accessed and persisted through higher education. Students bridged fields between their home communities and higher education when they shared capital and transformed it into funds of knowledge to assist family members in accessing college. In doing so, students encouraged the pursuit of higher education, contributing to the college-bound habitus of their familias. Implications for practice center on cultural shifts that must occur at the institutional level to develop policies and practices around developing relationships and partnerships early on with Latina/o/x communities. [ABSTRACT FROM AUTHOR]

This paper focuses on a group of mothers of immigrant origin as they engage in explorations and conversations about mathematics. We examine how bringing in tasks that draw on their children's school mathematics, and on the participants' knowledge and experiences, can inform us about their understanding of mathematics and provide opportunities to further enhance this understanding. Our analysis centers on two different types of mathematical tasks, both with rich potential for adult numeracy education. The first type of task engages the mothers in school mathematics through an exploration of addition and subtraction. In the second type of task, we look at mothers as adult learners working on two mathematical problem solving tasks, with different levels of connections to their everyday experiences. The findings point to a relationship between the type of context (everyday based versus school based) and the nature of the adult learners' mathematical sense making and engagement with the tasks. While there was some initial apprehension towards the school based tasks, the direct connection to what their children are learning was a strong motivator. The everyday based tasks bring up the potential tension between everyday mathematics and academic mathematics. The more the task connected to their everyday knowledge, the more the mothers drew on their experience to offer approaches that made sense from a practical point of view. We argue that these different types of tasks can complement each other in working with adult learners to enhance their numeracy skills. [ABSTRACT FROM AUTHOR]

This study analyzed how English-speaking teachers created a welcoming environment to allow students to maintain and utilize their first language through translanguaging in a high school class of English-language learners. This case study applied funds of knowledge as a theoretical framework to focus on how a ninth-grade class with two qualified English language arts teachers acquired new knowledge using five types of funds of knowledge: academic and personal background knowledge, accumulated life experiences, world views, and skills in an Urban-Multicultural Classroom. In a year-long effort, the researcher interviewed teachers and students, took field notes, collected instructional planning documents, and photographed students' artifacts. The findings show that students grew in their construction of self-identity, developed their proficiency in two languages, and flourished in their multicultural competency while earning good grades. [ABSTRACT FROM AUTHOR]

This article takes an assets-based approach to study the educational aspirations of Latino males and their families, including extended family. While research has underscored the influence that Latina/o families have on their children's educational trajectories, this investigation demonstrates the reciprocity in relationships through the perspective of Latino males. Through funds of knowledge and familismo as guiding frameworks, the author highlights an optimistic and encouraging portrayal of Latinos and their families as rich information sources. Using a set of three in-depth interviews with each participant from a sample of 24 Latino collegians, the author presents four themes in the form of pairs to illuminate a two-sided transaction. The author offers a visual representation based on the findings to illustrate the cyclical and reciprocal relationship between Latino male college students and their families. [ABSTRACT FROM AUTHOR]

This paper examines the dialogue between González Rey's theory of subjectivity and the concepts of funds of knowledge and funds of identity, developed by Moll and Esteban-Guitart et al., respectively. Each of these conceptual contributions has contributed to the development of the current cultural-historical approach and promises to move towards a more complex perspective of the education-human development relationship than has prevailed until today. The article begins with certain annotations regarding texts and contexts relevant to the subject. It then moves on to examine the general aspects of the theory of subjectivity and what they imply for education. It subsequently presents the concepts of funds of knowledge and funds of identity and the way they dialogue with this theory. Finally, it explores the implications of this dialogue for educational practice in the context of social vulnerability and the opportunities for including a critical pedagogy in such circumstances. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the incorporation of Google Earth Virtual Reality (VR) into English Learners' (ELs) expository writing experiences from a Funds of Knowledge perspective utilizing a mixed-methods explanatory sequential design. The participants were 22 ELs from a middle school in a rural Midwestern town. During the quantitative phase, the expository writing artifacts were collected through a multiple before-and-after non-experimental design and analyzed using ANOVA. A text-in-context coding approach was adopted to examine changes in students' writing. The results showed a statistically significant increase in expository writing skills, particularly in description, cause/effect, compare/contrast, and enumeration. A descriptive survey assessing the acceptance of Google Earth VR was distributed as well. During the qualitative phase, a follow-up focus group for the ELs and teacher interviews were conducted. Field notes/memos were used to triangulate the data. The qualitative findings indicated that the ELs were engaged in the virtual-assisted writing environment and showed positive attitudes toward Google Earth VR. Concerns about using Google Earth VR in writing (i.e. time-consuming as well as distracting and posing integration difficulties) were addressed. Future directions inspired from this study are discussed as well. [ABSTRACT FROM AUTHOR]

Co-design methods offer a powerful collaborative approach that allows for integrating various participants’ needs and expectations in the design process. However, current co-design tools often reflect a Eurocentric bias, limiting their utility in diverse settings. This article explores co-design methodologies and their application in a study with Spanish-speaking Latina mothers living in Southern California. I focus on co-design tools and processes, integrating culturally sustaining methods that respect and value the lived experiences of Latina mothers. Drawing from a qualitative phenomenological research approach and using in-depth interviews, the study underscores the mothers’ ways of knowing, highlighting personal math experiences and traditions in co-design sessions where the mothers sought to develop a math activity for their children. The article contributes to the literature on co-design methodologies to include culturally inclusive research tools and practices, emphasizing a co-design process that works “with” rather than “for” nondominant social groups. [ABSTRACT FROM AUTHOR]

This chief aim of this paper is to explore the concept of Funds of Knowledge (FOK) in relation to Cultural Historical Activity Theory (CHAT). This study unveils the basic tenets of FOK from the lens of activity theory and analyzes pertinent discoveries, key concepts, and scholars’ arguments relating to FOK and literacy development over time. The major purpose of this study is to expand the perspective of FOK and make an argument that cultural identity has a great potential to promote school literacy. The literature review done on some education journals explicitly reveals that FOK is a concept embedded in one’s cultural identity, and that the various aspects of cultural identity – such as ethnicity, language, and customs – are all linked to student engagement. This article illuminates the diverse cultural resources of different ethnic groups and proposes that academic institutions connect those resources with education.

In four separate undergraduate information literacy classes where students predominantly identified as Latinx, two instruction library faculty revamped the standard information literacy curriculum to emphasize Latinx scholarship. They affirmed student life experience as authority in order to understand how validation theory affects the student scholar identity of first year Latinx college students from a large metropolitan area in the U.S.-Mexico border region. The two librarians who designed and team-taught these information literacy sessions are also both Latinx and come from urban borderlands backgrounds. Both identify as first-generation college students and one identifies as having a mixed status family background. [ABSTRACT FROM AUTHOR]

This paper argues that home visits can play a critical role in identifying gifts and talents of bilingual students through students' funds of knowledge. Underrepresentation of students who are culturally and linguistically diverse (CLD), particularly bilingual children, in gifted programs has been a longterm concern in education. One problem of underrepresentation of bilingual students in gifted education is rooted in teacher under referrals of bilingual children for screening. Bilingual students exhibit gifted characteristics in differing ways than their peers from non-diverse backgrounds (Esquierdo & Arreguin-Anderson, 2012). Students' funds of knowledge frame their patterns of learning, knowing, and doing around their unique cultural and linguistic experiences and can serve as a valuable resource in the gifted and talented screening process. The purpose of the paper is to promote the use of home visits as an alternative talent screening approach to assist teachers in the identification of bilingual students' potential characteristics of giftedness through students' funds of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study looked at the factors Latina mothers want to see in their children's preschool centers, in order to provide a more holistic approach for defining high-quality preschools. A qualitative study was conducted in which 40 Latina mothers from a western region of the United States were interviewed to understand their views about quality preschools and what they look for when selecting a placement for their child or children. The data were analyzed using a Funds of Knowledge framework. Overall, the mothers first chose a preschool based on suggestions from their social networks, proximity, and affordability. Then, the mothers looked for centers that were safe, had trusting and loving staff, welcomed families, had a curriculum they desired, and a low student-teacher ratio. The analysis found that the mothers' preferences for their children's preschool stemmed from their past and present experiences. This study calls for a redefinition of quality that emphasizes the importance of valuing parents' culture, context, and unique desires for their children. In understanding the factors that families look for in their children's preschool, practitioners can better incorporate these factors and, in doing so, value families. [ABSTRACT FROM AUTHOR]

This article presents balanced views of Mathematical Literacy (ML) and Mathematics (M), from both an analytical perspective and the subjective perspectives of teachers and learners. From the analytical perspective, policy documents and the literature spanning the period from the inception of ML to date are reviewed. Glimpses into the subjective views of teacher and learners come from a case study that involved interviewing a teacher and her learners with a view to understanding how Grade 10 learners and their teacher compared not only the nature of the two subjects but also the teaching and learning strategies associated with M and ML. Our case study confirms to a great extent the sentiments of the researchers, this time from the raw and uncensored views of those teaching and learning the subjects. Triangulating our exploration, we integrate policy, research and experience to redefine the nature, interconnectedness and equal standing of ML and M. In the light of the argument presented, the perceived existing boundaries between M and ML are challenged. The purpose is not to pull down the image and value of M, but to raise the popular image and perceived value of ML to the level of a dignified partner in the mathematics education gallery. We want to advocate the opening of higher educational courses and subsequent career pathways exclusively requiring ML as a prerequisite, justified on basis of the superior problem-solving and other valuable capabilities nurtured within our conceptualisation of the funds of knowledge associated with ML. [ABSTRACT FROM AUTHOR]

Historically, much of the Library and Information Science (LIS) literature on first-generation students (FGS) framed them using deficit thinking, emphasising what they lacked to be successful in higher education. In contrast, recent scholarship has turned to asset-based pedagogies, shifting the focus onto the strengths that FGS bring to college. Further, LIS research on FGS has examined how students engage with information solely in academic contexts, such as completing research papers or navigating higher education procedures. The current study contributes to the discussion of asset-based pedagogies by using a funds of knowledge approach to explore the ways in which FGS at a mid-sized university in the US engage with information, and it expands the scope of inquiry to several everyday contexts, including students' households, workplaces, and communities. The findings reveal a variety of funds of knowledge concerning participants' information literacy (IL) and lay the foundation for IL instruction that meets FGS where they are, thus serving them more equitably. [ABSTRACT FROM AUTHOR]

This article reports the findings of a study using tasks where a family orders and considers sharing the cost of a Fish n Chips meal. Purchasing take-away food is an example of an everyday situation where literacy and numeracy must be applied to make sense of tabulated price information. Originally developed for use in Australia, the tasks were modified so that they might be challenging yet accessible to 10–12-year-old Pāsifika students in New Zealand. Working collaboratively with two teachers in two different schools, we aimed to explore the ways and means by which Pāsifika students drew on social and cultural norms and practices as they applied mathematics to make financial decisions and interacted with each other in justifying solutions that offered what they deemed to be value for money and a fair approach to paying the bill. The students' and teachers' reactions to the lessons revealed that as students worked to reconcile social, cultural and mathematical funds of knowledge, their teachers gained meaningful insights into the values about money being learned within families and communities. [ABSTRACT FROM AUTHOR]

This study provides a counter to the narrative that parents, particularly those of firstgeneration college students, in rural, central Appalachia are barriers to their children's transition to college. By centering parents' perspectives in two families in a rural community and two families from the rural periphery of a suburban community, this study examines how parents understood their role in their children's postsecondary transition. Data are drawn from a critical ethnography spanning the spring of the students' senior high school year into their first semester of college. Using a funds of knowledge framework, the study identified knowledge regarding applying to college, building aspirations, drawing upon social networks, and critiquing economic inequalities at work within the first-generation students' parents' descriptions of their effort. These forms of knowledge were leveraged to support their children's access to college, even though these were forms of knowledge that were not seen by the students' teachers or school administrators. We argue that the funds of knowledge framework, with careful attention to the function of whiteness, can be used to name the assets within White working-class and first-generation families that are unrecognized within schools. To create equitable contexts for first-generation students' postsecondary success, schools should be responsible for reducing the gap of support, and repositioning assumptions about how parents value education can help in that effort. Schools need to actively engage parents in the postsecondary planning process early in high school in ways that recognize parents' value for education, as well as the gaps parents may have in knowledge about the college preparation process. [ABSTRACT FROM AUTHOR]

This article reports on a collaborative action research project, conducted in a pre-primary school in South Central Uganda, which explores the opportunities for children to draw upon and integrate their home and community-based knowledge and experiences through mother tongue (MT) instruction and resources. We use the funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992), language and identity (Norton, 2000, 2013), and social capital (Bourdieu, 1984; Bourdieu & Passeron, 1977) theoretical perspectives to consider how MT pedagogical approaches that acknowledge the value of children's MT and prior life experiences support young children's learning and the development of their identities as learners. Findings indicate MT-based instruction engaged and supported the cultivation of children's funds of knowledge, identity, and social capital related to home and community relationships, resources and practices, classroom learning communities, bilingual development, and agency and empowerment. [ABSTRACT FROM AUTHOR]

This article highlights the construction of practiced curriculum in vocational courses, stemming from networks of knowledge woven into curricular (re)contextualization and supported by the diversity of everyday knowledge of young students. The experience of this curriculum has allowed the recognition and (re)construction of counterhegemonic knowledge that has produced greater academic success and empowerment of all students—encouraging autonomy, motivation, and active participation—in the constructive process of learning. [ABSTRACT FROM AUTHOR]

L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students' interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students' in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions. [ABSTRACT FROM AUTHOR]

Culturally responsive teaching is often nebulous and challenging for many to integrate in an effective and intentional way. As novice teachers, we struggled with developing tangible ways to actualize culturally responsive teaching. However, through our combined experiences and research, we have gained a better understanding of culturally responsive teaching and ways to apply the concept. We hope to support other teachers who are looking for practical tools for their culturally responsive toolbox. In this article, we introduce an instructional strategy, called Inside- Out, that has benefited us within our own culturally responsive approaches. By utilizing Inside-Out, teachers can use student prior knowledge and lived experiences as resources to bridge together the multiple diversities of the classroom community. For teachers to be culturally responsive to their students, it is important that students become funds of knowledge, and their voices become an essential component to the classroom curriculum. Inside-Out supports students as funds of knowledge by merging three key sources of knowledge: self, peer, and text. Through these multiple viewpoints, our classrooms can be transformed from a predisposed silo of information to an inclusive opus full of multiple harmonies. [ABSTRACT FROM AUTHOR]

The study examines how LatinX children can strengthen their identities through authentic school-community collaborative partnerships by building on cultural and familial capital. A critical ethnography (Palmer & Caldas, 2015) was employed to explore the effects of utilizing a community artist to impart ancestral knowledge- abuelita epistemologies to students at a K-5 elementary school. Data were collected via interviews, students' critical reflections, and drawings revealed how culturally relevant and sustaining pedagogies contributed to students' understanding of the many levels of culture in relation to their own identity. Through the use of cultural sensitivity, cafecitos and convivos were incorporated as data collection sites. The findings further emphasize the importance of drawing upon subaltern knowledge, such as local community members, to challenge the traditional K-12 curriculum for LatinX students. [ABSTRACT FROM AUTHOR]

This study focused on household funds of knowledge or “historically accumulated bodies of knowledge and skills essential for household functioning and well-being” (Gonzalez, Andrade, Civil, & Moll, 2001). A Funds of Knowledge approach provides both a methodological and theoretical lens for educators to understand both themselves and their students in more complex ways. Participants included five culturally, economically, and linguistically diverse students and their families. The study setting was a middle- and working-class first-ring suburb in the Midwestern United States. Data collection included visits to home, church, and Sunday school settings; observations in Language Arts classroom settings; and informal conversations and ethnographic semi-structured interviews with students, parents, and teachers. Data sources included interview transcripts; fieldnotes and reflections on those fieldnotes; and data collected from each student’s school cumulative folder. I coded parent and child interview and home visit data to create a multifaceted portrait of each household. Findings reveal that households possess a breadth and variety of resources, skills, bodies of knowledge, and strengths. These findings provide compelling counterevidence to deficit discourses by demonstrating that these households possess valuable knowledge and experiences.

This article presents a research on the vernacular literacy practices of two groups of children in third and sixth grade in Mexico City, from a sociocultural perspective and based on the New Literacy Studies. Traditionally, the school has privileged dominant practices of literacy, so that the vernacular ones have been put aside or have stayed in the periphery. In this study, the vernacular practices are recovered and claimed to understand the relationship between school, writing and children's interests. The methodology is based on an ethnographic perspective, by means of a one-year participant observation in both groups. With the contributions of sociolinguistics, we analyze the children's discourse and interactions, as well as their vernacular written texts, through a multimodal approach. Our findings reveal that children perform various literacy vernacular practices within the school, in different domains: religion, relationships, fun, extracurricular activities, family relationships and to apprehend school tasks. Children display knowledge and skills about the functions and uses of writing in the world, which come from their funds of knowledge. [ABSTRACT FROM AUTHOR]

Much has been written about the importance of culturally relevant pedagogy which can motivate and stimulate learning. Proponents of the Funds of Knowledge theorize that cultural relevance is founded on the student's culture, community, and family. These aspects of students' worldview are referred to as assets. The extent to which teachers learn about students' assets is termed Funds of Knowledge. To increase students' sense that they are a part of the classroom community, it is recommended that teachers learn about students' families, community, and culture. Understanding these assets can then be leveraged to intentionally invite students into learning that results from enhanced engagement, cognition, and comprehension. Appreciation for the exchange between teacher and student of the assets attributed to Funds of Knowledge theory aligns with Invitational Education theory and practice, which encourages personal and professional opportunities to be intentionally caring, optimistic, respectful, and trusting toward others' pursuit of their human potential. Research indicates teachers that implement tenets of these theories foster a positive learning environment that promotes their students' selfconcept. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study builds on extant research to make sense of the different pathways that refugee-background students take upon resettlement in host countries. This study analyses interviews and narratives, or counterstories, of adults from the Democratic Republic of the Congo and Somalia. Seeking a greater understanding of the human experience through narrative inquiry challenges the role of privileged and dominant ideologies of deficit discourse and majoritarian storytelling. Various forms of social and cultural capital (e.g., aspirational, linguistic, familial) are explored in an effort to present the funds of knowledge that these participants use to facilitate civic integration and language learning. Findings broaden the conversation around definitions of success and reinforce results of extant literature that encourage relationship-based teaching, narrative inquiry and translanguaging in language classes. We are hopeful about the potential for these approaches to cultivate deeper trust and openness among teachers and learners, thereby creating spaces where students develop agency and awareness to activate their social and cultural capital in the US. [ABSTRACT FROM AUTHOR]