Funds of Knowledge and Cultural Capital: Working toward Diversity and Equity of Knowledges

Abstract

In this Forum article, we discuss issues emerging from utilizing two significant theoretical constructs, Funds of Knowledge and Cultural Capital, in the field of second/multilingual language studies. Some similar underlying characteristics yet opposite perspectives surrounding the concepts and theoretical applications have confused researchers and practitioners. Hence, we address three major issues related to social class-based knowledge distinction, little consideration of diversity and agency, and lack of empirical evidence on the convertibility and transferability of knowledges. Through the discussions, we pose important questions to seek diversity and equity of knowledges and urge applied linguists to raise their critical awareness of recognition and use/exchange value of second/multilingual learners’ resources and knowledges.

Introduction: Arts integration and community engagement for intercultural dialogue through language education

“…• The exploration of the micro-dimensions of the classroom but also of other spheres of knowledge, or funds of knowledge (Cho & Yi, 2020; Moje et al, 2004), such as homes, churches, clubs, libraries, neighbourhoods, squares, parks, recreation areas, sports centres, community centres, and others. These are the informal, everyday, out-of-school contexts where students live their lives and learn.…”

Los fondos de conocimiento en el desarrollo de la interculturalidad. Dilemas y paradojas ante los efectos de la covid19 en alumnado inmigrante en situación de vulnerabilidad

“…El etnocentrismo y el racismo, o cualquier otra forma de intolerancia no puede caber en una institución que no solamente debe enseñar e inculcar valores democráticos, sino que debe practicarlos para propiciar el desarrollo personal y colectivo en libertad, justicia social e inclusión Revista Temas Sociais, n. º1, 2021, pp.31-48 (Sherfinski, Hayes, Zhang, & Jalalifard, 2020). El encuentro, la acogida mutua y el acercamiento cultural, emocional y moral se vislumbra como esencial para que la interculturalidad tenga una consonancia y dinámica autentica de inclusión educativa (Alharbi, Tan, & Lo, 2020;Cho & Yi, 2020;Morales, 2019). El currículum escolar no puede ser estandarizado o de "talla única" (Pérez-Gónez, 2012), sino todo lo contrario, recogiendo los Fondos de Conocimiento de todos los agentes educativos, y especialmente de aquellas familias y estudiantes que proceden de contextos que han sido marginados o que se encuentran en riesgo de exclusión y alta vulnerabilidad (Varga-Dobai, 2018).…”