A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

Chesworth, Liz

doi:10.1080/09669760.2016.1188370

Cited by 52 publications

(46 citation statements)

References 37 publications

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“…Anthropology, in conjunction with other disciplines that have incorporated some ethnographic outlooks, has generated alternative perspectives on differential educational outcomes. Following the lead of Soviet psychologist Lev Vygotsky, some educators (Chesworth 2016;Hedges et al 2011), sociologists of education (Zipin et al 2012), social psychologists (Saubich and Moisès 2011), and even scholars of higher education (Rios-Aguilar et al 2011) have followed the seemingly simple observation that learning can be greatly enhanced when educators learn about students' everyday lives.…”

Section: B a C K G R O U N Dmentioning

confidence: 99%

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Reflections on an ethnographic project with elementary educators on the Wind River Reservation: A cautionary tale

Bialostok

2019

Annals of Anthropol Pract

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In this article, I analyze the successes and challenges of the first year of a four‐year applied anthropology project conducted on Wyoming's Wind River Reservation intended to help mostly white educators of Arapaho children who develop culturally relevant classroom pedagogy. Educators of Arapaho children have expressed concerns that student achievement is low, but also that the curriculum is largely disconnected from student backgrounds and experiences. Following deficit models, non‐Indian educators have historically cast American Indian schooling to reflect the norms and expectations constructed by the white dominant group. In contrast, in this study teachers were taught anthropological methods to conduct fieldwork in the households of children they taught. Teachers successfully documented historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well‐being. Teacher's ethnographic research fostered trust between school and families, and bridged communities to classrooms. On the other hand, pedagogical paradigms remained largely aligned with preexisting schooled programs, culturally relevant pedagogy existing as an add‐on but not inextricably embedded within the curriculum.

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Section: B a C K G R O U N Dmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reflections on an ethnographic project with elementary educators on the Wind River Reservation: A cautionary tale

Bialostok

2019

Annals of Anthropol Pract

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“…We have written earlier on the place of narrative and fictional devices to illuminate issues of childhood and learning from a historical perspective (Nutbrown and Clough, 2013;Selbie and Clough, 2005). Others too have used the arts as a means of data collection, and though they tend not to claim these devices as arts-based research per se (see, for example, Chesworth, 2016Chesworth, , 2018Deguara, 2018), they nonetheless offer more inclusive ways of 'voicing' young children's experiences with a cautious approach to adult-imposed analysis that risks disregarding or distorting those very voices.…”

Section: What Is Arts-based Research In Early Childhood Enquiry?mentioning

confidence: 99%

Exploring the place of arts-based approaches in early childhood education research

Clough

Nutbrown

2019

Journal of Early Childhood Research

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Defined broadly as the use of art forms -music, drama, music, painting, storying and so on -to create privileged insight into educational policies and practices, Arts-Based Educational Research [ABER] techniques have started to have some, albeit limited, purchase on the mainstream of educational enquiry; there is less evidence, however, of their use in early childhood research. This article critically outlines some chief characteristics of an ABER approach, its claim to legitimacy in the currency of qualitative research practice and the issues which presently both drive and challenge it. An example from our own work is given, and the essay concludes with a prospectus of critical issues, questions and exhortations. Research and the art of 'the possible'Our purpose in framing this Special Issue is to draw attention to some of the uses of arts-based methods that are being made in the context of young children's lives. While arts-based educational research (ABER) enjoys growing popularity -particularly in the United States -it is less strong in relation to arts-based early childhood research. Our recent trawl across a wide range of publications in 2017-2018 revealed only a smattering of studies which attached both descriptors ABER and Early Childhood Education and Care (ECEC). 1 It was for this reason -in an attempt to flush out the interest we believed was there! -that we proposed a Special Issue of Journal of Early Childhood Research (JECR). The response generated, in addition to the papers featured here, takes accounts of some otherwise wonderful and innovative children's art, dance, drama, music and storying projects in settings, of using and promoting the arts with young children, many of which will see publication in the JECR in due course, but few used the arts as a methodological approach essential to their research methodologies. And while some used the arts -poetry, drawings, model making -as a means of generating data then used by researchers to promote (for example) children's talk, few attached the descriptor Arts-Based Research. What this tells us about the use of ABER methods in the early childhood sector -or indeed about the readership and potential authorship of the journal -warrants further

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“…Hedegaard, Fleer, Bang, and Hviid (2008) examine play from the perspectives of children, parents and teachers, foregrounding the social, cultural and historical practices integral to children's lives. Building on previous studies of children's funds of knowledge, Chesworth (2016) argues that understanding the intricacies of play cultures requires that teachers and researchers engage critically with children's individual and collective funds of knowledge by making sense of the social and cultural activities they reconstruct in their play. Chesworth also demonstrates that when children mutually develop collective funds of knowledge, it provides opportunities for them to co-construct meaning with their peers; moreover, the interests that arise from these co-constructions may also contribute to more equitably shifting how power, agency and status interact within peer cultures.…”

Section: Related Literaturementioning

confidence: 99%

Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case

Anderson¹,

Horton²,

Kendrick³

et al. 2017

L & L

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In this article, we describe how the funds of knowledge in a community in rural Northern Canada were actualized or leveraged in an early childhood classroom. We draw on a video recording of a First Nations elder demonstrating to the children (and early childhood educators) how to skin a marten, a historical cultural practice of the community. We argue that elders are an untapped source of knowledge that preschools and schools can call on to legitimize and bring to the forefront, Indigenous knowledge that has been ignored or undervalued by assimilationist and colonialist policies. We also argue that the elder's demonstration is culturally congruent with First Nations traditions of sharing or passing on knowledge and that it is imperative that educators are aware of and implement culturally appropriate pedagogical practices. We conclude by sharing some ideas of how early childhood educators might facilitate through play, children's taking up and appropriating cultural knowledge such as the elder shared in this case.

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A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

Cited by 52 publications

References 37 publications

Reflections on an ethnographic project with elementary educators on the Wind River Reservation: A cautionary tale

Reflections on an ethnographic project with elementary educators on the Wind River Reservation: A cautionary tale

Exploring the place of arts-based approaches in early childhood education research

Children’s Funds of Knowledge in a Rural Northern Canadian Community: A Telling Case

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