Drawing on Funds of Knowledge and Creating Third Spaces to Engage Students with Academic Literacies

2015 ◽  
Vol 4 (1) ◽  
pp. 125-129
Author(s):  
Mary Jane Curry
Keyword(s):  
Funds Of Knowledge ◽  
Academic Literacies ◽  
Third Spaces

scholarly journals It’s learning development, Jim - but not as we know it: academic literacies in third-space

2019 ◽  
Author(s):  
Sandra Abegglen ◽  
Tom Burns ◽  
Sandra Sinfield
Keyword(s):  
Higher Education ◽  
Third Space ◽  
First Year ◽  
Academic Literacies ◽  
Seminal Paper ◽  
Third Spaces ◽  
Learning Development ◽  
The University

This paper maps our experience of conceptualising and teaching an interdisciplinary first-year undergraduate ‘Higher Education Orientation’ module against the seminal paper written by Lea and Street in 1998. We argue for third spaces within the curriculum and for practices that re-imagine what education is and what the university could be.

“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 Hidden features in global knowledge production: (re)positioning theory and practice in academic writing

2017 ◽  
Vol 17 (2) ◽  
pp. 355-378 ◽  
Author(s):  
Joel Windle
Keyword(s):  
Academic Writing ◽  
Knowledge Production ◽  
Applied Linguistics ◽  
Positioning Theory ◽  
Theory And Practice ◽  
Academic Literacies ◽  
Global Knowledge ◽  
Post Colonial ◽  
Colonial Theory ◽  
Global North

ABSTRACT A key challenge for applied linguistics is how to deal with the historical power imbalance in knowledge production between the global north and south. A central objective of critical applied linguistics has been to provide new epistemological foundations that address this problem, through the lenses of post-colonial theory, for example. This article shows how the structure of academic writing, even within critical traditions, can reinforce unequal transnational relations of knowledge. Analysis of Brazilian theses and publications that draw on the multiliteracies framework identifies a series of discursive moves that constitute “hidden features” (STREET, 2009), positioning “northern” theory as universal and “southern” empirical applications as locally bounded. The article offers a set of questions for critical reflection during the writing process, contributing to the literature on academic literacies.

Practice-Based Evidence

2017 ◽  
Vol 66 (1) ◽  
pp. 389-405 ◽  
Author(s):  
Karen Eppley ◽  
Patrick Shannon
Keyword(s):  
Decision Making ◽  
Education Policy ◽  
Evidence Based Practice ◽  
Social Groups ◽  
Evidence Based ◽  
Reading Education ◽  
Academic Literacies ◽  
Equitable Distribution ◽  
Half Century

We have two goals for this article: to question the efficacy of evidence-based practice as the foundation of reading education policy and to propose practice-based evidence as a viable, more socially just alternative. In order to reach these goals, we describe the limits of reading policies of the last half century and argue for the possibilities of policies aimed at more equitable distribution of academic literacies among all social groups, recognition of subaltern groups’ literacies, and representation of the local in regional and global decision making.

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