This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies.
This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies.
Moises Esteban-Guitart is Professor in the Department of Psychology and Director of the Institute of Educational Research, University of Girona, Spain.
Inhaltsangabe
Preface Part 1: Theoretical Underpinnings 1. The funds of knowledge and identity approach: blueprints for social justice pedagogies 2. Funds of knowledge in practice in international contexts Part 2: Some contemporary usages from an international lens 3. Opening school walls to Funds of knowledge: Students researching Problems that Matter in Australian communities 4. Revisiting the funds of identity approach in and for China: Possibilities-within-constraints 5. Funds of knowledge/identity pedagogies and social justice in Dutch primary education 6. Engaging with M¿ori learners' and families' funds of knowledge and identity in post-colonial Aotearoa New Zealand 7. Funds of knowledge and identity in oppressed communities in England: an anti-capitalist analysis 8. Transforming educational practice through Funds of knowledge & identity work in Catalonia 9. Funds of knowledge in Chile. A possibility to counteract racism Part 3: Some empirical and case related evidences from an international lens 10. Teachers' pedagogical knowledge and ethno-linguistic minority students' Funds of knowledge in Vietnam 11. Multimodal pedagogical approaches to center the Funds of Knowledge/Identity of Latinx/e children from immigrant backgrounds in U.S. classroom settings 12. New normality and social justice: exploring Funds of identity in Mexican students during the Covid-19 pandemic 13. Practitioners collective Funds of Knowledge within a community of practice: implications for professional development in a South African context Part 4: Concluding Commentary Commentary
Preface Part 1: Theoretical Underpinnings 1. The funds of knowledge and identity approach: blueprints for social justice pedagogies 2. Funds of knowledge in practice in international contexts Part 2: Some contemporary usages from an international lens 3. Opening school walls to Funds of knowledge: Students researching Problems that Matter in Australian communities 4. Revisiting the funds of identity approach in and for China: Possibilities-within-constraints 5. Funds of knowledge/identity pedagogies and social justice in Dutch primary education 6. Engaging with M¿ori learners' and families' funds of knowledge and identity in post-colonial Aotearoa New Zealand 7. Funds of knowledge and identity in oppressed communities in England: an anti-capitalist analysis 8. Transforming educational practice through Funds of knowledge & identity work in Catalonia 9. Funds of knowledge in Chile. A possibility to counteract racism Part 3: Some empirical and case related evidences from an international lens 10. Teachers' pedagogical knowledge and ethno-linguistic minority students' Funds of knowledge in Vietnam 11. Multimodal pedagogical approaches to center the Funds of Knowledge/Identity of Latinx/e children from immigrant backgrounds in U.S. classroom settings 12. New normality and social justice: exploring Funds of identity in Mexican students during the Covid-19 pandemic 13. Practitioners collective Funds of Knowledge within a community of practice: implications for professional development in a South African context Part 4: Concluding Commentary Commentary
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