Tying it All Together: Defining the Core Tenets of Funds of Knowledge

Ramos, Delma; Kiyama, Judy Marquez

doi:10.1080/00131946.2021.1904932

Cited by 13 publications

(8 citation statements)

References 34 publications

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“…The FK are diverse, ranging from occupation/household origin-specific knowledge to knowledge of the material and scientific. The FK are also embodied in strategies to cope with uncertainty caused by social, economic, and political disparities (Ramos & Kiyama, 2021;Velez-Ibanez, 1988;Velez-Ibanez & Greenberg, 1992) and are relevant beyond the household context. This theoretical framing is directly connected to our proposed definition of college success with its emphasis on students' victories achieved navigating inequality in their quest for college success.…”

Section: Methodsmentioning

confidence: 99%

Historically Underrepresented Students Redefining College Success in Higher Education

Ramos

Sifuentez

2021

JPSS

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Extant definitions of college success largely focus on macro-level academic outcomes including academic achievement, retention, and persistence, which are linked to a limited set of indicators achievable by students including high grade averages, extra-curricular involvement, and leadership that denote a successful college student. These normative ideas of college success sustain ideologies that dismiss the multiplicity of ways students experience success in college and most importantly, they define who can and cannot be characterized as a successful college student. Relatedly, the dominant narrative of college success frames historically underrepresented college students (e.g. first-generation, low-income, students of color) as deficient and as less likely to be successful, even though these students consistently have to overcome greater adversity during their college trajectories and consequently experience many victories that are not legitimized as a success. Therefore, the purpose of this manuscript is to propose a more inclusive definition of the term college success that accounts for the diverse realities of students historically underrepresented and reveals the direct connection between student success and institutional success. Authors draw evidence from two research studies to illustrate their proposed definition of college success and provide implications for research, practice, and policy.

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Section: Methodsmentioning

confidence: 99%

Historically Underrepresented Students Redefining College Success in Higher Education

Ramos

Sifuentez

2021

JPSS

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“…The initial uptake of at-promise categorizations to focus on the assets that minoritized students bring to education (e.g., Swadener, 1990;Swadener & Lubek, 1995;Whiting, 2006) aligns with many strength-based frameworks in higher education. In particular, funds of knowledge (Kiyama & Rios-Aguilar, 2017;Ramos & Kiyama, 2021) and community cultural wealth (CCW; Yosso, 2005) emphasize the positive attributes that minoritized students develop in their home communities that benefit their education. Funds of knowledge are strategies and wisdom that have been historically accumulated and are drawn upon by households and communities to survive and thrive (Moll et al, 2013).…”

Section: Centering Strength-based Approachesmentioning

confidence: 99%

“…Funds of knowledge are strategies and wisdom that have been historically accumulated and are drawn upon by households and communities to survive and thrive (Moll et al, 2013). Ramos and Kiyama (2021) noted that funds of knowledge allow communities to challenge power and oppressive structures, span a variety of familial, institutional, and community contexts, and include a dynamic range of cultural practices. In CCW, Yosso (2005) To bridge these individual assets with a call for systemic action, we also draw upon validation theory by Rendón (1994Rendón ( , 2002.…”

Section: Centering Strength-based Approachesmentioning

confidence: 99%

The Possibilities and Precautions of Using the Designation “At-Promise” in Higher Education Research

Bettencourt

Irwin

Todorova

et al. 2023

JPSS

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The term at-promise gained prominence as a strength-based way to refer to students from minoritized backgrounds that contrasted from deficit-laden terms like at-risk. In this scholarly paper, we argue that beyond avoiding an obvious deficit categorization, adoption of the term at-promise has potential to influence scholarship in higher education research by centering the need for systemic change. Building on prior literature on at-promise student terminology and conceptual frameworks of funds of knowledge, community cultural wealth, and validation theory, we suggest that the at-promise phrase offers two important contributions to higher education. First, by emphasizing interconnectivity and shared experiences across systems of power, the at-promise designation can be used to build coalitions amongst minoritized groups and advocate for broader systemic change. Second, the term promise reflects a societal commitment to improving educational access and retention that is integral to the social contract of higher education as a public good. Thus, use of at-promise can center the need for systemic change, but only when done with intentionality to avoid conflation of minoritized groups.

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“…), queer theory, liberatory and resistance frameworks, and counternarratives (Berry‐James et al, 2021; Blessett et al, 2016; Blessett & Gaynor, 2021; Matthews & Poyner, 2020; Riccucci, 2021) is integral to cultivating a pluralistic shift. Participatory approaches that center social equity inherently embrace funds of knowledge, cultural and communicative practices, and knowledge transmission and exchange processes that are not dominated by academics or practitioners (Ramos & Kiyama, 2021). This commitment to pluralism should also be reflected in data analysis, research methods, pedagogy, and citation practices (Schwartz‐Shea, 2019; Whetsell, 2013).…”

Section: The “Co‐design” Frameworkmentioning

confidence: 99%

CO‐DESIGN‐ing a morecontext‐based, pluralistic, and participatory future for public administration

Schwoerer

Keppeler

Mussagulova

et al. 2022

Public Administration

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Public administration (PA) increasingly faces new and emerging challenges. To address such challenges, researchers can work collaboratively with practitioners to identify and tackle the most pressing issues. Yet, intentionally establishing an ongoing dialogue not only between researchers and practitioners but between researchers, practitioners, and the communities that PA scholarship and practice are intended to impact can enhance all stakeholders' understanding of complex social problems and improve solutions. Forms of participatory and context-based research such as this are called many things across disciplines, but PA has yet to embrace such approaches fully. Thus, we introduce a framework entitled CO-DESIGN, intended to illustrate the process of advancing PA research through the co-production of knowledge between researchers, practitioners, and communities.Additionally, it serves as an acronym outlining eight focal areas we argue the co-production of knowledge can help advance. We discuss the CO-DESIGN process and agenda, including its implications for the field.

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Tying it All Together: Defining the Core Tenets of Funds of Knowledge

Cited by 13 publications

References 34 publications

Historically Underrepresented Students Redefining College Success in Higher Education

Historically Underrepresented Students Redefining College Success in Higher Education

The Possibilities and Precautions of Using the Designation “At-Promise” in Higher Education Research

CO‐DESIGN‐ing a morecontext‐based, pluralistic, and participatory future for public administration

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