Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms
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- Teaching Community: A Pedagogy of Hope
- Literacy and Bilingualism: A Handbook for ALL Teachers
- Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress
- We Are Americans: Undocumented Students Pursuing the American Dream
- Culturally Responsive Teaching: Theory, Research, and Practice (Multicultural Education Series)
- School, Family, and Community Partnerships: Your Handbook for Action
- Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement
- English Oral Language Assessment
- Multicultural Teaching in the Early Childhood Classroom: Approaches, Strategies and Tools, Preschool-2nd Grade (Early Childhood Education)
- Teaching to Transgress: Education as the Practice of Freedom (Harvest in Translation)
Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching.
This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work.
In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics.
Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.