Funds of knowledge for scholars: Reflections on the translation of theory and its implications

David, Samuel

doi:10.1080/26390043.2016.12067803

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…The research design impacted the knowledge that emerged from a study exploring the experiences of Aboriginal people from remote communities in navigating life beyond school. However, critiques of Funds of Knowledge point to the fact that there is still a mediator (the researcher) on what knowledge is recognised as valid or essential (David, 2016). Cognisant of this, the current research adopted a slow reflexive qualitative thematic analysis to account for positionality subjectivities (Braun & Clarke, 2006).…”

Section: Discussionmentioning

confidence: 99%

“From the Bottom to the top”

Shay,

Oliver,

Bogachenko

et al. 2023

AIJRE

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Successful transition from education to the workplace is vital for young people, particularly Indigenous students from remote communities, to support their long-term economic and emotional well-being, social inclusion, physical and mental health. This paper reports findings from a three-year study undertaken collaboratively with young people at a remote Aboriginal boarding school. Motivated by the theoretical constructs of Indigenist theory and Funds of Knowledge, this research centres the voices of Aboriginal peoples. A team of Aboriginal and non‑Aboriginal researchers worked with young Aboriginal people at the school to develop the method, to collect, and then analyse the data for this strengths-based qualitative study. Currently enrolled young people engaged in yarning with the participants, namely those who were past students from the school. This made it possible to gather stories to better understand the experiences, strengths, and motivations of Aboriginal young people from remote communities and the issues, constraints, and challenges faced when transitioning to life beyond the classroom. The findings highlight what can be improved to prepare Aboriginal people from remote communities for the workplace and for life beyond school—including their existing strengths and knowledge, aspects that occur within the parameters of the school, employer roles, skill development, and enablers of job and life success.

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Section: Discussionmentioning

confidence: 99%

“From the Bottom to the top”

Shay,

Oliver,

Bogachenko

et al. 2023

AIJRE

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“…Born out of a desire to shift the commonly held deficit perspective of bilingual Latino/a students' skills and achievements, funds of knowledge emerged as a theoretical and methodological construct by Luis Moll and Stephen Diaz in the 1980s (David, 2016). In their early studies, Moll and Diaz (1987) demonstrated that bilingual students held significant cultural capital that was often overlooked, and it was demonstrated particularly well when those students were assessed in bilingual settings.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Vélez‐Ibáñez and Greenberg (1992) worked to challenge the static conceptions of culture and introduce their interpretation of funds of knowledge with specific regard to the household practices of Mexican borderland communities. While their model was geared more toward economic responses and cultural reproduction, their intermingling of Bourdieu's (1977) notions of habitus —everyday behavioral patterns of households and communities—provided another entry point for education scholars seeking to better understand funds of knowledge and the potential application in classroom (David, 2016). One of the commonly held descriptions across recent literature refers to funds of knowledge as the skills and practices that are local to an individual's household or community and have accumulated over time (Llopart & Esteban‐Guitart, 2018; Rodriguez, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

The culturally responsive science teaching practices of undergraduate biology teaching assistants

2021

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Science as an enterprise has been and continues to be exclusionary, perpetuating inequities among whose voice is heard as well as what/whose knowledge is recognized as valid. Women, people of color, and persons with disabilities are still vastly outnumbered in science and engineering by their White, male counterparts. These types of imbalances create a gatekeeping culture of inequity and inaccessibility, particularly for traditionally underrepresented students. Science classrooms, especially at the undergraduate level, strive to mimic the broader practices of the scientific community and therefore have tremendous potential to perpetuate the exclusion of certain groups of people. They also have, however, the potential to be a catalyst for equitable participation in science. Utilizing pedagogies of empowerment such as culturally responsive science teaching (CRST) in undergraduate classrooms can mitigate the gatekeeping phenomenon seen in science. Teaching assistants (TAs) engage in more one‐on‐one time with students than most faculty in undergraduate biology education, yet minimal pedagogical training is offered to them. Therefore, training for improved pedagogical knowledge is important for TAs, but training for CRST is critical as TAs have broad and potentially lasting impact on students. This study explores the ways in which undergraduate biology TAs enact CRST. Using constructivist grounded theory methods, this study examined TAs' reflections, observation field notes, semistructured interviews, and focus groups to develop themes surrounding their enactment of CRST. Findings from this study showed that undergraduate biology TAs enact CRST in ways described by four themes: Funds of Knowledge Connections, Differentiating Instruction, Intentional Scaffolding, and Reducing Student Anxiety. These findings provide new insights into the ways undergraduate science education might be reimagined to create equitable science learning opportunities for all students.

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“…The intervention was planned with three phases: knowing the students, revising the tasks, and conducting post-interviews. In the first phase, the classroom discussion on the method of teaching mathematics was related to students' culture and funds of knowledge through their critical consciousness (David, 2016;Llopart & Esteban-Guitart, 2018). In the class, the preservice teachers had opportunities to read papers, watch videos, and discuss what makes a pedagogy culturally relevant and a mathematical task culturally rich.…”

mentioning

confidence: 99%

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

et al. 2021

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The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.

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Funds of knowledge for scholars: Reflections on the translation of theory and its implications

Cited by 5 publications

References 19 publications

“From the Bottom to the top”

“From the Bottom to the top”

The culturally responsive science teaching practices of undergraduate biology teaching assistants

Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal

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