Building the Boat with Funds of Knowledge

2021 ◽  
pp. 145-164
Keyword(s):  
Funds Of Knowledge

“There’s Not One Way to Do It:”: Latina Mothers’ Discipline Techniques

2021 ◽  
pp. 0192513X2199320
Author(s):  
Giselle Navarro-Cruz ◽  
Claudia Kouyoumdjian ◽  
Lorena Arias
Keyword(s):  
Young Children ◽  
Race And Ethnicity ◽  
Funds Of Knowledge ◽  
Latino Families ◽  
Western United States ◽  
Work History ◽  
Latina Mothers ◽  
Knowledge Framework ◽  
Challenging Tasks ◽  
Parent Educators

Discipline is one of the most challenging tasks for parents of young children. Parental choices of discipline can vary greatly by race and ethnicity (Coley et al., 2014). Research on Latino families’ choices of discipline has been inconsistent and from a deficit lens (Rodriguez, 2008). The current qualitative study uses a Funds of Knowledge framework to understand how Latina mothers from the Western United States with young children make decisions about disciplining their children. A thematic analysis of 42 interviews revealed that discipline choices were grounded in the mothers’ upbringing, education, and work history. The results of this study can inform parent educators, family therapists, and pediatricians to recognize that Latina mothers are not a homogeneous group and understand the underlying factors that determine their disciplinary strategies to better support their effort to discipline their children.

scholarly journals Beyond the “English Learner” Frame: Transnational Funds of Knowledge in Social Studies

2016 ◽  
Vol 18 (1) ◽  
pp. 7 ◽  
Author(s):  
Dafney Blanca Dabach ◽  
Aliza Fones
Keyword(s):  
Social Studies ◽  
English Learners ◽  
Citizenship Education ◽  
Immigrant Students ◽  
Funds Of Knowledge ◽  
English Learner ◽  
Formal Schooling ◽  
Social Studies Teacher ◽  
Inclusive Society ◽  
Forms Of Knowledge

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as “English learners” and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the necessity of recognizing immigrant youth’s transnational funds of knowledge. We draw from a qualitative study to illustrate how a high school social studies teacher created space for students’ transnational funds of knowledge in the classroom, focusing on a Pakistani student’s return visit to his country of origin. The teacher’s orientation toward students’ transnational funds of knowledge served to counter assimilationist discourses while teaching U.S. civics. This article contributes to understanding how immigrants’ transnational experiences can widen narrow visions of citizen-building in formal schooling and build upon their assets for a more inclusive society. </span></p></div></div></div></div>

scholarly journals Collaborative working practices: Imagining better research partnerships

2017 ◽  
Vol 1 (2) ◽  
pp. 310-322 ◽  
Author(s):  
Zanib Rasool
Keyword(s):  
Collaborative Research ◽  
Social Research ◽  
Funds Of Knowledge ◽  
Knowledge Gap ◽  
Ordinary People ◽  
Research Partnerships ◽  
The Everyday ◽  
Collaborative Working ◽  
Working Practices ◽  
Everyday Experiences

Collaborative research can bring communities to the heart of social research and provide a lens on the everyday experiences of ordinary people living extraordinary lives, capturing the funds of knowledge held in communities that exist outside the corridors of education institutions. If delivered in an ethical way, co-production can empower communities and elevate voices that traditionally have been on the margins. Through collaboration, we can bridge the knowledge gap that exists between communities and universities and raise community aspirations.

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