Funds of Knowledge in Carceral Secondary Mathematics Learning

Abstract

This practitioner inquiry explored the perceptions and applications of students' funds of knowledge (FoK) by carceral mathematics educators in a California alternative education program. Carceral classrooms have not benefited from the application of the FoK approach, which incorporates students' home and community learning into classroom learning. This research aimed to open the door to FoK applications for carceral practitioners, bringing together nine colleagues, including myself, fellow teachers, and other staff, into a community of practice that met over the course of an academic semester. Data collection was done through