Countering and Exceeding "Capital": A "Funds of Knowledge" Approach to Re-Imagining Community

Autor/inn/en	Zipin, Lew; Sellar, Sam; Hattam, Robert
Titel	Countering and Exceeding "Capital": A "Funds of Knowledge" Approach to Re-Imagining Community
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 33 (2012) 2, S.179-192 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2012.666074
Schlagwörter	Foreign Countries; Cultural Capital; Social Capital; Human Capital; Secondary Schools; College School Cooperation; Action Research; Poverty; Migrants; Aspiration; Futures (of Society); Grade 7; Grade 8; Art Teachers; Sculpture; Animation; Video Technology; Partnerships in Education; Individual Development; Australia; Bosnia and Herzegovina; Cambodia; Somalia; Sudan; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Sozialkapital; Humankapital; Sekundarschule; Projektforschung; Armut; Migrantin; Streben; Future; Society; Zukunft; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Art teacher; Kunsterzieher; Kunsterzieherin; Bildhauerei; Hochschulpartnerschaft; Individuelle Entwicklung; Australien; Bosnia-Herzegovina; Bosnien-Herzegowina; Kambodscha
Abstract	This article discusses how the "funds of knowledge" approach (FoK) offers a socially just alternative to the logics of capital, by drawing on knowledge assets from students' family and community lifeworlds to build engaging and rigorous learning, supporting school-community interactions that build capacities. We explain how we applied FoK in an action research project--Redesigning Pedagogies in the North (RPiN)--to design curriculum and pedagogy in schools of a high-poverty region. With reference to RPiN, we also observe how high-poverty regions, and their schools, appear to be undergoing complex unsettlements, as effects of globalisation, which raise problematic questions about who/what is "the local community". We argue that this calls for new thinking, both sociological and ethical, which can refine the FoK approach to take fuller account of the diverse and complex spaces of social-historical life in new times. We conclude by considering a pedagogical approach through which learners in such regions can re-imagine hopeful forms of community. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10