Applying funds of knowledge theory in a New Zealand high school: New directions for pedagogical practice

Abstract

Teachers and Curriculum is an online peer-reviewed publication supported by Wilf Malcolm Institute of Educational Research (WMIER), Faculty of Education, The University of Waikato, Hamilton, New Zealand. It is directed towards a professional audience and focuses on contemporary issues and research relating to curriculum pedagogy and assessment. ISSN 2382-0349 Notes for ContributorsTeachers and Curriculum welcomes• innovative practice papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• research informed papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• thinkpieces with a maximum of 1500 words; and• book or resource reviews with a maximum of 1000 words. FocusTeachers and Curriculum provides an avenue for the publication of papers that• raise important issues to do with the curriculum, pedagogy and assessment;• reports on research in the areas of curriculum, pedagogy and assessment;• provides examples of innovative curriculum, pedagogy and assessment practice; and• review books and other resources that have a curriculum, pedagogy and assessment focus. Submitting articles for publicationPlease consult with colleagues prior to submission so that papers are well presented. Articles can be submitted online at http://tandc.ac.nz/ Layout and number of copiesAll submissions must be submitted online as word documents. Text should be one and a half spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman, 11 point for all text and all headings must be clearly defined. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. All illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end. Foot/End NotesThese should be avoided where possible; the journal preference is for footnotes rather than endnotes. ReferencingReferences must be useful, targeted and appropriate. Acknowledgement of ReviewersThank you to the reviewers for their contribution to the process and quality of this issue. Many thanks to those who also helped with a review but the paper did not make it to this issue. Papers in this issue were reviewed by the following people (in alphabetical order): AbstractIn New Zealand teacher practice is expected to be inclusive and supportive of all learners (Ministry of Education, 2007). However, diverse evidence highlights inequitable school experiences for Māori and Pasifika students. This study explored the application of funds of knowledge (FoK) theory within a New Zealand high school, with a focus on impacts for Māori and Pasifika students. FoK has been defined as knowledge and skills gained from life world experience. Participants included high school teachers (n=5), students (n=11) from their current classes, and students' parents (...

A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes

“…Much FoK scholarship has relied on ethnographic research carried out by teachers in visits made to their students’ homes, which González (1995) called “the funds of knowledge methodology” (p. 238), but this approach may accentuate parents’ FoK and will not reveal students’ FoK developed in other contexts (Moll, 2005) 3 . Third, conducting home visits is a very time-consuming process, and some teachers are concerned that they will not be able to implement this for all their students (Esteban-Guitart, Lalueza, Zhang-Yu, & Llopart, 2019; Hogg, 2013). In contrast, in FoI literature pleas are made for a qualitative multimethodological approach to complement the use of in-depth interviews.…”

“… 3 However, in a number of FoK studies, alternative ways to learn about students’ FoK were used (e.g., Allen et al, 2015; Calabrese Barton & Tan, 2009; Dworin, 2006; Hogg, 2013; Smythe & Toohey, 2009). …”

Perceptions of Pacific children’s academic performance at age 6 years: A multi-informant agreement study

“…Dismantling linguistic and cultural barriers experienced by Pacific mothers largely "separated" from the New Zealand culture could encourage them to initiate conversations with teachers on their children's academic progress and be more involved at school. For example, the initial teacher education could equip teachers with the knowledge of Pacific perspectives and values by incorporating them into teacher preparation programmes and materials [55,88]. The concept of assessment can also be broadened to include more holistic measures that are culturally appropriate and cater for the needs of a diverse and multilingual student body [73].…”

Finding and using students’ funds of knowledge and identity in superdiverse primary schools: a collaborative action research project

“…These funds of knowledge were subsequently used in the classroom to relate the curriculum to the students' lives. In the literature several examples can be found that build on this approach (Andrews & Yee, 2006;Ares & Buendía, 2007;Hogg, 2015Hogg, , 2016Lee, 2001;Mercado, 2005;Olmedo, 2004;Rubinstein-Avila, 2006). For instance, Andrews and Yee (2006) collaborated with a teacher to investigate the lives of two minority ethnic children (one Bengali, one Pakistani) in their family and community in the UK.…”

“…This allowed the teacher to see how these children were engaged in mathematical activities at home, resulting in knowledge that could be drawn on in class. Hogg (2016) discussed how, in cooperation with parents and students, teachers learned about students' FoK and consequently designed learning activities based on these. For example, one teacher scaffolded her students' learning about Roman warriors by encouraging him to use and compare what he already knew about Māori warriors, such as traditional burial practices.…”