Children's ‘funds of knowledge’ and their real life activities: two minority ethnic children learning in out‐of‐school contexts in the UK

Andrews, Jane; Yee, Wan Ching

doi:10.1080/00131910600971909

Cited by 61 publications

(41 citation statements)

References 11 publications

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“…Whilst recognising the potential ambiguity associated with this broad definition (Hogg 2011), this interpretation is in line with participatory theories of early learning (Hedges 2015), in which process and content are conceptualised as mutually constituted. The examples of play that follow illustrate the breadth in sources of funds of knowledge, which extend beyond children's participation in household activities to include those emerging from engagement with popular culture (Andrews and Yee 2006;Hedges 2011) and participation in classroom and school cultures (Hedges, Cullen, and Jordan 2011).…”

Section: What Constitutes 'Interest'?mentioning

confidence: 99%

A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

Chesworth

2016

International Journal of Early Years Education

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Children's interests are widely recognised as pivotal to meaningful learning and play in the early years. However, less is known about how children's diverse interests may contribute to relationships and interactions within peer cultures. This article builds upon previous studies to argue that participation in sociocultural activity generates interests informed by funds of knowledge that children reconstruct in their play. It reports findings from an interpretive study that used filmed footage of children's play as a provocation to explore the perspectives of children, parents and teachers. The article presents original insights regarding some ways in which mutually constituted funds of knowledge afford opportunities for children to co-construct meaning. The findings also indicate that interests arising from diverse funds of knowledge may contribute to the interplay of power, agency and status within peer cultures. This raises some issues regarding how matters of inclusion and exclusion are understood and responded to within early years settings. The article recommends that teachers and researchers engage critically with children's individual and collective funds of knowledge in order to better understand the complexities of play cultures. ARTICLE HISTORY

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Section: What Constitutes 'Interest'?mentioning

confidence: 99%

A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

Chesworth

2016

International Journal of Early Years Education

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“…Some funds of knowledge research has excluded parent perspectives altogether, only exploring funds of knowledge of students (J. Andrews & Yee, 2006;Johnson, Baker, & Bruer, 2007;Moje et al, 2004), pre-service teachers (Aguirre et al, 2013), teachers (J. Andrews, Yee, Greenhough, Hughes, & Winter, 2005), and a para-educators (Monzó & Rueda, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Supporting Mathematics Understanding Through Funds of Knowledge

et al. 2016

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The purpose of this qualitative study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Participants contributed to their children’s mathematics learning by promoting the five National Council of Teachers of Mathematics process standards—problem solving, reasoning and proof, communication, connection, and representation. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities.

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“…It is difficult, in other words, to remove all of the elements of dominance within education when schools and communities continue to reflect pervasive, overt and subtle, power imbalances that relate to the economic, political, and social history and context of society at every level. Hence, there is profound importance in raising issues such as those taken up by Zipin and Reid (2008) in "making the community curricular" (p. 536) (with similar concerns regarding notions of community explored by Andrews & Ching Yee, 2006) and by Zipin et al (2012) in "re-imagining community" (pp. 188-189) to problematize FoK and thereby expand our notions of democracy, good citizenship and community, and also challenge the commodification of FoK that perpetuate asymmetrical power relations within and beyond education.…”

Section: Analysis Of Power and Agency Discourses In Fok Pedagogiesmentioning

confidence: 99%

Power and Agency in Education

Rodriguez

2013

Review of Research in Education

133

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T he purpose of this chapter is to explore the pedagogical dimensions of the Funds of Knowledge (FoK) framework and approach with a focus on the role of power and agency in the sites where such teaching and learning takes place. It is clear that educators continue to find both potential and challenge in developing appropriate methods for engaging increasingly diverse student populations in public school settings. Many educators seek not just to instruct but to inspire, connect with, and engage students in meaningful learning experiences. However, the racial/ethnic, cultural, and socioeconomic differences that continue to exist between student populations and teachers in many educational settings produce an imperative to create teaching-and-learning environments that are characterized by mutual understanding among students and educators. Challenged further by the current meritocratic policy context that privileges conformity and standardization over responsiveness and inclusiveness, educators confront hegemonic forces that continue to shape public education for the majority of students living in poverty or who are ethnically, linguistically, and otherwise diverse. To more fully understand and appreciate the contributions to critical pedagogy offered by the FoK approach, this review takes up notions of power and agency within the pedagogical dimensions as they play out in the variety of settings documented in current literature. The key research questions guiding this review are the following:Research Question 1: What do we know from the Funds of Knowledge literature about the development and enactment of pedagogies within and beyond the formal classroom?

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Children's ‘funds of knowledge’ and their real life activities: two minority ethnic children learning in out‐of‐school contexts in the UK

Cited by 61 publications

References 11 publications

A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives

Supporting Mathematics Understanding Through Funds of Knowledge

Power and Agency in Education

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