Drawing on Dynamic Local Knowledge Through Student-Generated Photography

Abstract

In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students' dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors' findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students' lived experiences.I asked Eric 1 if he would like to take a camera on a trip to see family in the Navajo Nation in Arizona the next weekend. His eyes lit up, and he excitedly replied, "Yeah, I can take a picture of a mesa, and the mound that all the kids play on!" For the remainder of center time he worked diligently on his task. (Bayley, classroom teacher, urban Title I school) Eric struggled in class all year. He often disrupted other students, had difficulty staying on task, and was often absent from school. His teacher knew she needed to do more to connect with him and to understand his family situation better. She did not meet his parents until she began the photography project. She asked them if Eric could take some pictures of their family home and surrounding area in the Navajo Nation. After that, the doors opened a bit wider, allowing more communication with the parents and a greater desire from Eric to participate in school.This article explores how two teachers from two vastly different, Title I schools used studentgenerated photographs to better understand their students' local knowledge and to enhance the curriculum and ultimate learning of all their students through practicing culturally relevant

Análisis de la formación permanente del profesorado universitario mediante fotografías tomadas por su alumnado

“…Situados en ámbitos de formación del profesorado, comprobamos la existencia de estudios apoyados en la narración de historias de vida del alumnado universitario (Cotán, 2019;Marín, et al 2021), pero no mediante las fotografías que este capture. Esto sí sucede en la enseñanza no universitaria (Bautista, Rayón y Heras, 2018;Becke & Bongard, 2018;Coles-Ritchie, Monson & Moses, 2015), pero la finalidad de las imágenes capturadas por los estudiantes no siempre se ha dirigido a indagar y valorar la vida en las aulas.…”

Local and scientific knowledge in the school context: characterization and content of published works

“…Some of the works also highlighted the supremacy of scientific knowledge, sometimes termed as Western knowledge. As referring to the debate on this problem in the works under analysis, we identified the following main aspects: Some works also report that teachers' use of strategies that integrate knowledge can make all students in the classroom feel they are considered [13,63], as well as strengthen family-school partnerships [63].…”

Η Διαφοροποιημένη Παιδαγωγική Στην Προσχολική Εκπαίδευση: Προκλήσεις Και Προοπτικές

“…Για παράδειγμα, η φωτοαφήγηση, κατά την οποία τα παιδιά ενθαρρύνονται να τραβήξουν φωτογραφίες από τη ζωή τους, από γεγονότα και δραστηριότητες δικές τους, της οικογένειας ή από γεγονότα της κοινότητάς τους τα οποία θεωρούν σημαντικά, να τις φέρουν στην τάξη και να μιλήσουν γι' αυτές στην ομάδα, αποτελεί μια στρατηγική που μπορεί να πετύχει αυτό το στόχο (Coles-Ritchie, Monson, & Moses, 2015). Με παρόμοιο τρόπο, μπορεί να λειτουργήσουν πρακτικές όπως η παρουσίαση από το παιδί προσωπικών του αντικειμένων από το σπίτι ή/και το σχολείο, η δημιουργία μιας ψηφιακής βαλίτσας με πράγματα που λένε άλλοι για το παιδί (π.χ.…”