Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings

Álvarez, Adriana; Teeters, Leah; Penuel, William R.; Guitart, Moisés Esteban

doi:10.1016/j.lcsi.2023.100718

Cited by 8 publications

(3 citation statements)

References 53 publications

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“…Estos resultados son similares con los reportados por estudios previos, donde se indica que la pizarra interactiva es una herramienta que propicia el aprendizaje en estudiantes del nivel secundario (Alvarez et al, 2023) (Tan et al, 2022). Por otro lado, permite que, por su interactividad, se puedan manejar con facilidad los diversos temas tratados.…”

Section: Discussionunclassified

The Jamboard tool in the improvement of university virtual exhibits

Dávila Panduro,

Dávila Arbaiza,

Li Loo Kung

2024

Reg Cient

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The purpose of the study was to evaluate the use of the virtual whiteboard Jamboard in virtual expositions with university students. The research was carried out through a pre-experimental study with a pre-test and post-test design in a sample of 102 students from the National University of the Peruvian Amazon. The techniques and instruments used in the research were the survey, the questionnaire, and direct observation with a data collection protocol. The most relevant results in the evaluation of the virtual expositions without the use of Jamboard were a low percentage of students who did a good job, while when using Jamboard as a strategy, this percentage increased considerably. The study led to the conclusion that the use of Jamboard as a tool to improve presentations in the university context is an indicator of quality in the execution of virtual presentations and contributes to their improvement.

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Section: Discussionunclassified

The Jamboard tool in the improvement of university virtual exhibits

Dávila Panduro,

Dávila Arbaiza,

Li Loo Kung

2024

Reg Cient

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“…Recently, Alvarez et al (2023) argued the potential of a funds of identity as an approach that supports epistemic justice because students' knowledge and experience are affirmed and valued. Alvarez and colleagues identified imagination and agency as central to meaning making and envisioning new possible futures within a funds of identity approach.…”

Section: Framing Our Propositionmentioning

confidence: 99%

“…It could investigate if and how teachers sharing their funds of knowledge might lead to connections being made by and between them and their students with everyday events, activities, and ideas past, present and future. Researchers could collaborate with teachers to investigate how their funds of knowledge/identity could be deployed to localise the curriculum, and the role imagination and agency plays in this process (Alvarez et al 2023;Hedges, 2021). Findings could be used to inform policy and professional development support aligned with the curriculum refresh emphasis on local curriculum.…”

Section: Focus For Future Prioritiesmentioning

confidence: 99%

Unleashing the full potential of teachers

Cowie,

Cheng,

Bryant

2023

nzaroe

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In this paper we take a credit/asset view of the breadth of knowledge and expertise that teachers have to contribute to curriculum and curriculum making from their everyday and professional experiences. We argue and illustrate the value of teachers grounding their funds of knowledge and identity in designing curriculum that connects with their students and the local context. Teacher funds of knowledge and identity are part of their personal learning ecology. Barron (2006) defines this as encompassing the ideas/knowledge, relationships, and material and virtual resources that people draw on within and across their everyday lives. The ability to mobilise a personal ecology that goes beyond academic or formal/professional knowledge would seem to be a crucial capability for teachers as they localise curricula. Even more so when teachers aim to do this in ways that foster engagement, develop agency and progress student ‘achievement.’ We offer suggestions for researchers, school leaders and teachers interested in exploring the nature and use of funds of knowledge/identity within a learning ecology framing.

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What Mamá Gallina Can Teach Literacy Educators about Healing Biliteracies

Muñoz,

Babino

2024

The Reading Teacher

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In this Action & Learning article, we describe the connections between the popular Spanish nursery song “Los pollitos dicen” (The Little Chicks Say) and Aesop's fable's “The Fox and Hen” with the literacy teaching of bilingual Latinx students. In this metaphor, the bilingual teachers represent the Mamá Gallina (Mother Hen) and their students represent the pollitos (little chicks) in their care. Then, we detail the teaching context from three elementary classrooms with bilingual Latinx students that spurred the metaphor for Mamá Gallina taking care of her pollitos in the classroom. These classrooms suggest how teachers could act as the “Fox” and perpetuate white English hegemony and the “Mother Hen” who mobilized their biliteracies to metaphorically feed and clothe their “baby chicks” with cariño (often translated as “care”). The rest of the article centers on how the metaphor of Mamá Gallina serves as a compelling vision for the healing practices of bilingual teachers themselves, before detailing principles for healing biliteracies in the classroom. These tools include: personal connections, cultural practices, linguistic relevance, and bilingual/biliterate pride. Ultimately, this metaphor illustrates how emancipatory pro‐Latinx teaching must attend to dual purposes: responding to the harm to bilingual teachers and students' biliteracies while also nurturing their dynamic beauty.

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Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings

Cited by 8 publications

References 53 publications

The Jamboard tool in the improvement of university virtual exhibits

The Jamboard tool in the improvement of university virtual exhibits

Unleashing the full potential of teachers

What Mamá Gallina Can Teach Literacy Educators about Healing Biliteracies

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