“Anyone Can Be an Expert in Something”: Exploring the Complexity of Discourse Conflict and Alignment for Two Fifth Grade Students

Power and Agency in Education

“…Beyond just improved characterizations, of course, is the concern for embracing the lived experiences of children and youth to identify sources of knowledge and learning that can serve as rich resources for enhanced and expanded learning (and learner identities) within the formal educational setting (e.g., Dworin, 2006;Gutiérrez, 2002;Marquez Kiyama, 2010;Rogers, Light, & Curtis, 2004;Sugarman, 2010). In this sense, the concern is about creating learning environments that are more accepting and inclusive, as well as more effective in producing academic outcomes among students that prepare them for future educational and developmental undertakings (e.g., Basu & Calabrese Barton, 2007;Dantas, 2007;Fisher, 2006;Hattam & Prosser, 2008;Marquez Kiyama, 2010;Zanoni et al, 2011;Zipin, 2009).…”

“…This illuminates the need for addressing the power relations that exist among teachers and students, as well as with respect to students' families and home communities. A variety of tandem theories are represented amid these studies, including third space theories that point to the hybridity of knowledge production processes that are neither exclusively school-nor community-based but recontextualized by students as a result of more inclusive learning opportunities provided via the FoK approach (Calabrese Barton & Tan, 2009;Fitts, 2009;Hammond, 2001;Moje et al, 2004;Smythe & Toohey, 2009); critical literacy theories that combine with FoK approaches to increase the consciousness of teachers (and students) toward multiple forms of literacy and facilitate students' ability to "read the world" (Camangian, 2010;Fisher, 2006;Freire, 1970Freire, /1993Keis, 2006;Pirbhai-Illich, 2010;Rogers et al, 2004;Street, 2005); sociocultural theories that are linked to the potency of FoK approaches to bring situated and socially mediated learning into relief, particularly for preservice or novice teachers and parents of preschool-age children (Dantas, 2007;Monzo & Rueda, 2003;Nathenson-Mejia & Escamilla, 2003;Riojas-Cortez, 2001;Riojas-Cortez & Flores Bustos, 2009;Riojas-Cortez et al, 2008;Wang, Bernas, & Eberhard, 2005); and social justice and community empowerment theories that link FoK practices to broader critical consciousness imperatives involving the reformulation of social arrangements and the fostering of interdependence among community members (Henderson & Zipin, 2010;Kurtyka, 2010;Sugarman, 2010;Upadhyay, 2009;Zipin & Reid, 2008;Zipin et al, 2012).…”

“…In the framing of FoK work, researchers typically emphasize a concern for countering the pervasiveness of cultural-deficit characterizations of students who are low income or of color or otherwise marginalized within mainstream educational settings (e.g., Camangian, 2010; González, Andrade, Civil, & Moll, 2001; Longwell-Grice & McIntyre, 2006; Riojas-Cortez, 2001; Riojas-Cortez & Flores Bustos, 2009; Risko & Walker-Dalhouse, 2007; Thomson & Hall, 2008; Upadhyay, 2006). Beyond just improved characterizations, of course, is the concern for embracing the lived experiences of children and youth to identify sources of knowledge and learning that can serve as rich resources for enhanced and expanded learning (and learner identities) within the formal educational setting (e.g., Dworin, 2006; Gutiérrez, 2002; Marquez Kiyama, 2010; Rogers, Light, & Curtis, 2004; Sugarman, 2010). In this sense, the concern is about creating learning environments that are more accepting and inclusive, as well as more effective in producing academic outcomes among students that prepare them for future educational and developmental undertakings (e.g., Basu & Calabrese Barton, 2007; Dantas, 2007; Fisher, 2006; Hattam & Prosser, 2008; Marquez Kiyama, 2010; Zanoni et al, 2011; Zipin, 2009).…”

Beyond contrastive analysis and codeswitching: Student documentary filmmaking as a challenge to linguicism in Hawai‘i

“…A funds-of-knowledge perspective can also emphasize possible intersections and ways to build relationships to support student learning. Rogers, Light, and Curtis (2004), for example, describe a project with African American fifth graders that gave them the opportunity to learn about the language and literacy of their communities. Their study found that the children could identify the in-school and out-of-school D/discourses (Gee, 1990) that they participated in, but they also recognized that the school did not validate their home and community funds of knowledge.…”

Applying Funds of Knowledge in a New Zealand High School: The Emergence of Team-based Collaboration as an Approach

“…Engaged praxis requires students to use this realization specifically for change by learning how their situation or reality is not fixed but indeed malleable with direct challenges to oppressive barriers. (Moll & Cammarota, 2010, p. 298) Study of community FoK has also been successfully used at elementary level (Flores Carmona & Delgado Bernal, 2012;Rogers et al, 2004). Smythe and Toohey (2009) engaged a class of elementary students as researchers, and collaboratively identified and mapped community resources, thus focusing on place-based assets, rather than FoK held by people.…”