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Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
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Book Description
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 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.
Author: Norma Gonzalez
Publisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
Get Book Here
Book Description
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 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.
Author: Judy Marquez Kiyama
Publisher: Routledge
ISBN: 1315447304
Category : Education
Languages : en
Pages : 200
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Book Description
Refining and building on the concept in a sophisticated and multidisciplinary way, this book uses a funds of knowledge approach and connects it to other key conceptual frameworks in education to examine issues related to the access and transition to college, college persistence and success, and pedagogies in higher education. Research on funds of knowledge has become a standard reference to signal a sociocultural orientation in education that seeks to build strategically on the experiences, resources, and knowledge of families and children, especially those from low-income communities of color. Challenging existing deficit thinking in the field, the contribution of this unique and timely book is to apply this concept to and map future work on funds of knowledge in higher education.
Author: Moisès Esteban-Guitart
Publisher: Cambridge University Press
ISBN: 1107147115
Category : Education
Languages : en
Pages : 151
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Book Description
This book provides an invaluable resource for researchers who wish to improve education by bridging students, school, family, and community resources. Based in connecting experiences in and out of school, it suggests a strategy to put students' practices, cultures, and identities in the center of a twenty-first-century education.
Author: Zaretta Hammond
Publisher: Corwin Press
ISBN: 1483308022
Category : Education
Languages : en
Pages : 290
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Book Description
A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection
Author: Django Paris
Publisher: Teachers College Press
ISBN: 0807775703
Category : Education
Languages : en
Pages : 305
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Book Description
Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley
Author: Sean Ruday
Publisher: Routledge
ISBN: 0429687028
Category : Education
Languages : en
Pages : 242
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Book Description
This book is a practical, research-based, classroom-ready resource for English language arts teachers interested in learning how to incorporate culturally relevant pedagogy into all aspects of their instruction, including writing, reading, and vocabulary lessons. It also provides suggestions for building an inclusive classroom environment in which all students’ backgrounds are valued. Topics covered: Writing strategies and diverse texts Dialect and student writing Applying reading strategies to texts that represent diverse backgrounds Using reading strategies in out-of-school contexts Considering students’ funds of knowledge and language awareness Connecting linguistic diversity to word-root instruction Building an inclusive classroom environment The appendix features several useful tools, including a study guide, a comprehensive list of suggested texts, recommendations for parent communication, and reproducible tools for the classroom. The study guide and reproducibles are available for free download from our website at www.routledge.com/9781138393318.
Author: Luis C. Moll
Publisher: Routledge
ISBN: 1136583378
Category : Education
Languages : en
Pages : 184
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Book Description
Vygotsky’s legacy in education is enduring and prolific, influencing educational research and scholarship in areas as far ranging child development, language and literacy development, bilingual education, and learning disabilities to name but a few. In this accessible, introductory volume, renowned Vygtosky authority Luis C. Moll presents a summary of Vygtoskian core concepts, constituting a cultural-historical approach to the study of thinking and development. Moll emphasizes what he considers central tenets of Vygotsky’s scholarship --- the sociocultural genesis of human thinking, the consideration of active and dynamic individuals, a developmental approach to studying human thinking, and the power of cultural mediation in understanding and transforming educational practices, broadly considered. After an introduction to Vygotsky’s life, the historical context for his work, and his ideas, Moll provides examples from his educational research inspired by Vygotsky’s work. With both critical scrutiny of current interpretations of Vygotksian theory and clear deference for the theorist known as "The Mozart of Psychology," Moll stresses the many ways Vygotksy’s theory can offer a theory of possibilities for positive pedagogical change.
Author: Roz Ivanic
Publisher: Routledge
ISBN: 1134031467
Category : Education
Languages : en
Pages : 245
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Book Description
What's the problem with literacy at college? How might everyday literacy be harnessed for educational ends? Based on the first major study of literacy practices in colleges in the UK, this book explores the reading and writing associated with learning subjects across the college curriculum. It investigates literacy practices in which students engage outside of college, and teaching and learning strategies through which these can help support the curriculum. With insightful analyses of innovative practices, it considers ways of changing teaching practices to enable students to draw upon their full potential. Recent research work has challenged the myth of individual student deficit, arguing cogently that people have ‘funds of knowledge’ from diverse and vibrant cultural roots, and that these have been misguidedly disqualified by the education system. It has claimed that different ‘ways with words’ can provide valuable resources for learning. However, the empirical exploration of this claim has lagged far behind the theoretical debate. Improving Learning in College resolves this by showing the integrity and richness of the literacy practices of a significant population, not previously the focus of such research: those who take vocational and academic college courses in colleges. It addresses an issue which has not until now been developed within this research tradition: that of how these practices can not only be valued and validated, but mobilised and harnessed to enhance learning in educational settings. This book will interest all teachers, teacher-educators and researchers concerned with post-compulsory education and vocational education in compulsory schooling.
Author: Grace Onchwari
Publisher:
ISBN: 9781799847144
Category : Education
Languages : en
Pages : 370
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Book Description
"This book focuses on research based pedagogical practices for teaching young English language learners and immigrants implementing strategies across the curriculum from social emotional development, parent involvement, assessment to language development and more"--
Author: Kathy Hall
Publisher: John Wiley & Sons
ISBN: 1119237939
Category : Education
Languages : en
Pages : 597
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Book Description
The International Handbook of Research in Children's Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies. Features chapters that conceptualize, interpret, and synthesize relevant research Critically reviews past and current research in order to influence future directions in the field of literacy Offers literacy scholars an international perspective that recognizes and anticipates increasing diversity in literacy practices and cultures
