No abstract

In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students' dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors' findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students' lived experiences.I asked Eric 1 if he would like to take a camera on a trip to see family in the Navajo Nation in Arizona the next weekend. His eyes lit up, and he excitedly replied, "Yeah, I can take a picture of a mesa, and the mound that all the kids play on!" For the remainder of center time he worked diligently on his task. (Bayley, classroom teacher, urban Title I school) Eric struggled in class all year. He often disrupted other students, had difficulty staying on task, and was often absent from school. His teacher knew she needed to do more to connect with him and to understand his family situation better. She did not meet his parents until she began the photography project. She asked them if Eric could take some pictures of their family home and surrounding area in the Navajo Nation. After that, the doors opened a bit wider, allowing more communication with the parents and a greater desire from Eric to participate in school.This article explores how two teachers from two vastly different, Title I schools used studentgenerated photographs to better understand their students' local knowledge and to enhance the curriculum and ultimate learning of all their students through practicing culturally relevant

No abstract

No abstract

No abstract