9780805849189

Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms

by ;
  • ISBN13:

    9780805849189

  • ISBN10:

    0805849181

  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 5/17/2005
  • Publisher: Lawrence Erlbau

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $59!
    Your order must be $59 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
  • We Buy This Book Back!
    In-Store Credit: $10.50
    Check/Direct Deposit: $10.00
List Price: $55.41 Save up to $22.16
  • Rent Book $33.25
    Add to Cart Free Shipping

    TERM
    PRICE
    DUE

Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
  • The Rental copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

Summary

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 Classroomsis a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

Table of Contents

Preface ix
1 Introduction: Theorizing Practices 1(28)
Norma González, Luis Moll, and Cathy Amanti
PART I. THEORETICAL UNDERPINNINGS
2 Beyond Culture: The Hybridity of Funds of Knowledge
29(18)
Norma González
3 Formation and Transformation of Funds of Knowledge
47(24)
Carlos Vélez-Ibáñez and James Greenberg
4 Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms
71(18)
Luis Moll, Cathy Amanti, Deborah Neff and Norma González
5 Funds of Knowledge for Teaching in Latino Households
89(30)
Norma González, Luis Moll, Martha Floyd Tenery, Anna Rivera, Pat Rendón, Raquel Gonzales, and Cathy Amanti
PART II. TEACHERS AS RESEARCHERS
6 La Visita
119(12)
Martha Floyd Tenery
7 Beyond a Beads and Feathers Approach
131(12)
Cathy Amanti
8 Empowering Parents of Multicultural Backgrounds
143(10)
Marla Hensley
9 Home Is Where the Heart Is: A Funds of Knowledge-Based Curriculum Module
153(14)
Patricia Sandoval-Taylor
10 Border Crossings: Funds of Knowledge Within an Immigrant Household
167(16)
Anne Browning-Aiken
11 Social Reconstructions of Schooling: Teacher Evaluations of What They Learned From Participation in the Funds of Knowledge Project
183(16)
Jacqueline Messing
PART III. TRANSLOCATIONS: NEW CONTEXTS, NEW DIRECTIONS
12 Funds of Knowledge and Team Ethnography: Reciprocal Approaches
199(14)
Marcia Brenden
13 Preservice Teachers Enter Urban Communities: Coupling Funds of Knowledge Research and Critical Pedagogy in Teacher Education
213(20)
Patricia Buck and Paul Skilton Sylvester
14 Reflections on the Study of Households in New York City and Long Island: A Different Route, a Common Destination
233(24)
Carmen Mercado
15 Funds of Distributed Knowledge
257(18)
Norma González, Rosi Andrade, Marta Civil, and, Luis Moll
PART IV. CONCLUDING COMMENTARY
16 Reflections and Possibilities
275(14)
Luis Moll
Author Index 289(4)
Subject Index 293

Rewards Program

Write a Review