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Funds of knowledge : theorizing practice in households, communities, and classrooms
González, Norma
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| 자료유형 | 단행본 |
|---|---|
| 개인저자 | González, Norma. Moll, Luis C. Amanti, Cathy. |
| 서명/저자사항 | Funds of knowledge: theorizing practice in households, communities, and classrooms/ edited by Norma Gonzáles, Luis Moll, Cathy Amanti. |
| 발행사항 | Mahwah, N.J. : L. Erlbaum Associates, 2005. |
| 형태사항 | xii, 307 p. ; 24 cm. |
| ISBN | 9780805849189 (pbk.) 0805849181 (pbk.) |
| 서지주기 | Includes bibliographical references and index. |
| 일반주제명 | Home and school --United States. Teachers and community --United States. Place-based education --United States. Children with social disabilities --Education --United States. Teaching --Social aspects --United States. |
초록
목차 일부
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 fir...
목차 전체
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.
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.
목차
목차 일부
Preface p. ix
Introduction: Theorizing Practices p. 1
Theoretical Underpinnings
Beyond Culture: The Hybridity of Funds of Knowledge p. 29
Formation and Transformation of Funds of Knowledge p. 47
...
Introduction: Theorizing Practices p. 1
Theoretical Underpinnings
Beyond Culture: The Hybridity of Funds of Knowledge p. 29
Formation and Transformation of Funds of Knowledge p. 47
...
목차 전체
Preface p. ix
Introduction: Theorizing Practices p. 1
Theoretical Underpinnings
Beyond Culture: The Hybridity of Funds of Knowledge p. 29
Formation and Transformation of Funds of Knowledge p. 47
Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms p. 71
Funds of Knowledge for Teaching in Latino Households p. 89
Teachers as Researchers
La Visita p. 119
Beyond a Beads and Feathers Approach p. 131
Empowering Parents of Multicultural Backgrounds p. 143
Home Is Where the Heart Is: A Funds of Knowledge-Based Curriculum Module p. 153
Border Crossings: Funds of Knowledge Within an Immigrant Household p. 167
Social Reconstructions of Schooling: Teacher Evaluations of What They Learned From Participation in the Funds of Knowledge Project p. 183
Translocations: New Contexts, New Directions
Funds of Knowledge and Team Ethnography: Reciprocal Approaches p. 199
Preservice Teachers Enter Urban Communities: Coupling Funds of Knowledge Research and Critical Pedagogy in Teacher Education p. 213
Reflections on the Study of Households in New York City and Long Island: A Different Route, a Common Destination p. 233
Funds of Distributed Knowledge p. 257
Concluding Commentary
Reflections and Possibilities p. 275
Author Index p. 289
Subject Index p. 293
Table of Contents provided by Ingram. All Rights Reserved.
Introduction: Theorizing Practices p. 1
Theoretical Underpinnings
Beyond Culture: The Hybridity of Funds of Knowledge p. 29
Formation and Transformation of Funds of Knowledge p. 47
Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms p. 71
Funds of Knowledge for Teaching in Latino Households p. 89
Teachers as Researchers
La Visita p. 119
Beyond a Beads and Feathers Approach p. 131
Empowering Parents of Multicultural Backgrounds p. 143
Home Is Where the Heart Is: A Funds of Knowledge-Based Curriculum Module p. 153
Border Crossings: Funds of Knowledge Within an Immigrant Household p. 167
Social Reconstructions of Schooling: Teacher Evaluations of What They Learned From Participation in the Funds of Knowledge Project p. 183
Translocations: New Contexts, New Directions
Funds of Knowledge and Team Ethnography: Reciprocal Approaches p. 199
Preservice Teachers Enter Urban Communities: Coupling Funds of Knowledge Research and Critical Pedagogy in Teacher Education p. 213
Reflections on the Study of Households in New York City and Long Island: A Different Route, a Common Destination p. 233
Funds of Distributed Knowledge p. 257
Concluding Commentary
Reflections and Possibilities p. 275
Author Index p. 289
Subject Index p. 293
Table of Contents provided by Ingram. All Rights Reserved.
저자소개
Gonzalez, Norma; Moll, Luis C.; Amanti, Cathy
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