Funds of Knowledge: An Investigation of Coherence within the Literature

Autor/in	Hogg, Linda
Titel	Funds of Knowledge: An Investigation of Coherence within the Literature
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 3, S.666-677 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2010.11.005
Schlagwörter	Social Justice; Multicultural Education; Literature Reviews; Educational Research; Definitions; Teacher Education; Educational Anthropology; Educational Principles; Hispanic American Students; Educational Theories; Educational History; Arizona + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Multikulturelle Erziehung; Bildungsforschung; Pädagogische Forschung; Begriffsbestimmung; Lehrerausbildung; Lehrerbildung; Pädagogische Anthropologie; Bildungsprinzip; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Educational theory; Theory of education; Bildungstheorie; History of education; Bildungsgeschichte
Abstract	Two decades ago academics based at the University of Arizona brought the anthropological concept of Funds of Knowledge into the educational realm, providing a new conceptual framework to counter deficit theorizing of Latino students and their families. The growing body of literature evidences the belief and hope of academics in the potential of Funds of Knowledge to advance social justice and facilitate long-awaited breakthroughs in multicultural education practice. This paper provides an overview and analysis of Funds of Knowledge literature, addressing two key questions: What is the current scope of settings for Funds of Knowledge research? What do writers mean when they talk about Funds of Knowledge? Findings of differences in definitions indicate their contested nature. The review recommends clear articulation by researchers of the definition employed. Key questions arising from studies are presented and implications for multicultural education practice and teacher education are discussed. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10