Funds of Knowledge--A Conceptual Critique

Autor/in	Oughton, Helen
Titel	Funds of Knowledge--A Conceptual Critique
Quelle	In: Studies in the Education of Adults, 42 (2010) 1, S.63-78 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
Schlagwörter	Adult Literacy; Adult Education; Numeracy; Family Characteristics; Cultural Background; Cultural Capital; Teacher Role; Selection; Teacher Student Relationship; Concept Formation; Criticism + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Rechenkompetenz; Lehrerrolle; Auslese; Teacher student relationships; Lehrer-Schüler-Beziehung; Concept learning; Begriffsbildung; Kritik
Abstract	The concept of "funds of knowledge" is critically reviewed, tracing a history of the term's changing use since its original conception by Velez-Ibanez and Greenberg in the late 1980s, and discussing its relevance in adult literacy and numeracy classrooms. An attempt is made to locate the concept within wider theoretical frameworks, and in particular to relate it to Bourdieu's notion of cultural capital. The article concludes that while the concept of funds of knowledge is powerful in disrupting discourses of deficit, practitioners or researchers who are committed to this approach need to be critically reflexive to avoid imposing their own, however well-intentioned, cultural arbitraries on learners. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10