The quest for justice in education: capital and funds of knowledge

Abstract

This paper explores the funds of knowledge approach to pedagogy and educational research from a social justice perspective. In response to the suggestion made by some authors that the approach should be integrated with a capital perspective, we argue that this would work only if the concept of capital is understood in a certain way. Also, and more generally, we try to show that redistribution in education should not be thought of in terms of capital redistribution, but in terms of counteracting structural barriers to participatory parity which result in status differences among citizens. Finally, we suggest three concrete ways this can be achieved through pedagogies based on funds of knowledge.

Transforming Rural Teaching

“…Quality education in rural schools can be provided through social justice rather than tensing rural teachers for better performance and accountability in unfavourable teaching environments (Cuervo, 2012;2016). Social justice should recognise social context diversity, equal distribution of resources between rural and urban schools, and teachers' autonomy and participation in making decisions (Cuervo, 2012;Gaete et al, 2023;Gewirtz, 2006). Through social justice, in-service and preservice teachers should understand the realities of teaching in rural schools' contexts (León al., 2024).…”

“…Rural teachers feel that they are marginalised and not valued. There is a need for social justice where education systems should recognise different social contexts, distribute resources equitably between rural and urban schools and promote teachers' autonomy and participation in decision-making (Cuervo, 2012;Gaete et al, 2023;Gewirtz, 2006).…”