Difficult Funds of Knowledge as Pedagogical Resources for Critical Consciousness Development

Autor/in	Neri, Rebecca Colina
Titel	Difficult Funds of Knowledge as Pedagogical Resources for Critical Consciousness Development
Quelle	In: Information and Learning Sciences, 121 (2020) 9-10, S.749-767 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-02-2020-0022
Schlagwörter	Vocational Education; Cultural Capital; Cultural Background; Police Education; Consciousness Raising; Occupational Aspiration; Racism; Social Bias; Social Justice; Stereotypes; Action Research; Media Literacy; Autobiographies; Group Discussion; Dual Enrollment; High School Seniors; Two Year College Students; Moral Values; Ethics + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Polizeihochschule; Bewusstseinsbildung; Berufsneigung; Berufsziel; Rassismus; Soziale Gerechtigkeit; Klischee; Projektforschung; Media skills; Medie competence; Medienkompetenz; Autobiography; Autobiografie; Autobiographie; Gruppendiskussion; Doppelstudium; Moral value; Ethischer Wert; Ethik
Abstract	Purpose: Nondominant youth faces complex structural inequalities and injustices that have a direct impact on their academic learning outcomes and psychosocial well-being. Research suggests that supporting the development of students' critical consciousness not only improves their educational and career trajectories but also provides students with the tools, language and skills they need to examine, act upon and heal from the sociopolitical realities and injustices they face in their daily lives. Design/methodology/approach: This paper reports findings from a two-year Youth Participatory Action Research (YPAR) study conducted with students in a police-oriented Career and Technical Education program. YPAR was used as pedagogy for nondominant students to explore how to leverage their funds of knowledge (FK) in their learning and future careers as police officers to improve community-police relations. Findings: This paper reports on one aspect of the findings from the YPAR project that includes--(a) the relationship between students' difficult FK, critical consciousness development and career aspirations; (b) how, if left unaddressed, students' difficult FK could mediate deficit and internally oppressive views of Communities of Color and other nondominant groups; and (c) the power of transforming students' difficult FK into pedagogical assets. Originality/value: Engaging students' difficult FK can support critical consciousness development and facilitate students' ability to navigate and resist oppressive spaces, sustain their well-being and empower themselves and their families and communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01