Bringing Funds of Family Knowledge to School. The Living Morocco Project
2011
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.
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