Countering and exceeding ‘capital’: a ‘funds of knowledge’ approach to re-imagining community

Zipin, Lew; Sellar, Sam; Hattam, Robert

doi:10.1080/01596306.2012.666074

Cited by 57 publications

(49 citation statements)

References 6 publications

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“…anticipates the Funds of Knowledge theory and practice developed by Moll, Amani, Neff and Gonzalez (1992), which has been utilised in Australia by Zipin and colleagues (Zipin, Sellar & Hattam, 2012). This approach was also applied in the PETRA study in Queensland.…”

Section: Inequality In Education: a Persistent Self-perpetuating Promentioning

confidence: 99%

“…The conception of community as a source of knowledge has been incorporated more directly into the academic curriculum through the 'Funds of Knowledge' approach developed by Moll et al (1992) in the USA and applied in Australia, for example, by Zipin et al (2012). This approach draws on knowledge of family skills and culture and, as in the following case, on local history.…”

Section: Recognising Knowledge and Difference In Communitymentioning

confidence: 99%

“…Bringing these knowledges into schooling is an inclusive act, and has the potential to cultivate a much deeper engagement with community knowledge leading to a more optimistic sense of what is possible for young people, particularly in low SES areas. As Zipin, Sellar and Hattam (2012) comment:…”

Section: Recognising Knowledge and Difference In Communitymentioning

confidence: 99%

“…As suggested by (Zipin, Sellar & Hattam, 2012), 'population clusters often comprise complex and diverse histories, cultures, languages, with different needs, aspirations, plights and powers' (p.180). There can be major disparities in the social field of community in regional areas, such as the ones in this study, which can encompass high status groups such as landowners, as well as families who experience intergenerational unemployment, and Indigenous people whose cultural differences may not be adequately recognized in mainstream education.…”

Section: Alternative Practices Of Parent and Community Engagementmentioning

confidence: 99%

“…(Lingard, Baroutsis, Sellar, Brennan, Mills, Renshaw, Waters & Zipin, 2014, p.5) Two specific initiatives developed by the PETRA research team in this context, were the 'Funds of Knowledge' project and the 'PETRA Learning Commission'. The first of these projects was influenced by the work of Moll and others in the USA (Moll, Amanti, Neff & Gonzalez, 1992) and work by Zipin, Hattam and Sellar (2012) in Australia. This aspect of the PETRA project sought to draw on community knowledge resources for units based in the Australian History curriculum at Year 6 (primary) and Year 10 (secondary).…”

Section: Pursuing Equity Through Rich Accountabilities (Petra)mentioning

confidence: 99%

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Alternative schooling practices in rural areas: effects on student learning, community engagement and equity.

Waters¹

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This research project examines alternative schooling practices in two rural areas of Queensland, Australia. The thesis analyses the effects of these alternative practices on three areas: student learning, the engagement of parents and communities in schooling and on equity. The research project is positioned in the context of the pervasive influence of neoliberalism in politics and economics and the effects of this on education and schooling. In this context, a narrow definition of the purposes of education has been emphasised and a deficit view of schools and teachers has emerged, underlined by a top-down accountability regime of testing and reporting that all but ignores the influence of contextual factors on student performance. This thesis utilises the theoretical perspectives of Charles Taylor, particularly his concept of social imaginaries, and Pierre Bourdieu's concepts of habitus, social fields, cultural capital and symbolic violence. A central theme in this study is the role of competition as a problematic in schools that creates barriers to learning, especially for students from low socio-economic backgrounds who can find them themselves at a disadvantage in mainstream schooling.This thesis reports on a qualitative research study of alternative practices in three schools in rural areas in Queensland. These schools occupy different positions across a spectrum of alternative school types: an alternative independent school with a holistic philosophy; an alternative pathways program in a state high school; and an alternative state-supported school for young people who have been excluded from or opted to leave mainstream schools.Research methods included semi-structured interviews of leaders, teachers, students, parents and community members to understand the experience of those involved in alternative schooling settings. Document analysis was also undertaken to highlight how the schools saw themselves, as well as discursive practices which were used to explain and communicate key elements of the schools' educational ethos to their school communities and the wider community. Visits to each alternative schooling site facilitated quasi-ethnographic observations that were compared with the data yielded through the semi-structured interviews and document analysis.Findings from the research revealed a variety of alternative schooling practices across the three sites and also provided insights into their effects on student learning, parent and community engagement and equity in outcomes for students. Data analysis also highlighted how these schooling practices supported the engagement of marginalised young people iniii education through what are described as practices of 'non-competition and cooperation'. The study findings have implications for approaches that could inform mainstream schooling practices. The research makes a significant contribution to knowledge by highlighting alternative schooling practices as emergent, alternative imaginaries within a broader field of schooling practices, and how logi...

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Section: Inequality In Education: a Persistent Self-perpetuating Promentioning

confidence: 99%

Section: Recognising Knowledge and Difference In Communitymentioning

confidence: 99%

Section: Recognising Knowledge and Difference In Communitymentioning

confidence: 99%

Section: Alternative Practices Of Parent and Community Engagementmentioning

confidence: 99%

Section: Pursuing Equity Through Rich Accountabilities (Petra)mentioning

confidence: 99%

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Alternative schooling practices in rural areas: effects on student learning, community engagement and equity.

Waters¹

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Using a Funds of Knowledge Approach to Engage Diverse Cohorts Through Active and Personally Relevant Learning

Tazewell

2020

Strategies for Supporting Inclusion and Diversity in the Academy

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Using a Funds of Knowledge Approach to Engage Diverse Cohorts Through Active and Personally Relevant Learning

Tazewell

2022

Strategies for Supporting Inclusion and Diversity in the Academy

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Countering and exceeding ‘capital’: a ‘funds of knowledge’ approach to re-imagining community

Cited by 57 publications

References 6 publications

Alternative schooling practices in rural areas: effects on student learning, community engagement and equity.

Alternative schooling practices in rural areas: effects on student learning, community engagement and equity.

Using a Funds of Knowledge Approach to Engage Diverse Cohorts Through Active and Personally Relevant Learning

Using a Funds of Knowledge Approach to Engage Diverse Cohorts Through Active and Personally Relevant Learning

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