Exploring Multiple Literacies from Homes and Communities: A Cross‐cultural Comparative Analysis

Reyes, Iliana; Guitart, Moisés Esteban

doi:10.1002/9781118323342.ch12

Cited by 6 publications

(4 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings support those of previous studies (Civil, 2007;Hedges, Cullen, & Jordan 2011;Joves, Siqués, & Esteban-Guitart, 2015;Reyes & Esteban-Guitart, 2013) by emphasising the positive effects derived from the process of explicitly setting out to identify the different FoK of families whose specific skills have traditionally been excluded from curricular content and practice. In the experiences described, acknowledging these skills and finding ways to incorporate them in classroom practice has had positive effects on all participantsstudents, teachers and familiesand has enriched the educational practice developed.…”

Section: Positive Aspects Difficulties/weaknessessupporting

confidence: 89%

A funds of knowledge approach to promoting school engagement

Waddington

Siqués²,

Vilà³

et al. 2020

Psipesq

View full text Add to dashboard Cite

Research shows that the exclusion of families’ funds of knowledge (FoK) from the curriculum contributes to low levels of school engagement. This study is part of an ongoing research project aiming to promote school engagement among students from immigrant backgrounds through the strategic use of FoK. We provide an overview of the project design and explain how it has been implemented in the specific context of early childhood education in a school in Catalonia. A qualitative approach is used to assess the effect of the process from the teacher perspective, contrasting positive aspects with some of the difficulties experienced. We conclude that including families’ FoK in pedagogical practice can contribute towards improving student engagement and fostering more inclusive educational environments.

show abstract

Section: Positive Aspects Difficulties/weaknessessupporting

confidence: 89%

A funds of knowledge approach to promoting school engagement

Waddington

Siqués²,

Vilà³

et al. 2020

Psipesq

View full text Add to dashboard Cite

show abstract

“…Based on a sociocultural approach and guided by a New Literacy Studies (NLS) theoretical framework, we looked at how participating children used reading and writing as culturally mediated social practices (Barton and Hamilton, 1998;Gee, 1996;Street, 1984). Studies carried out in countries such as the United States, England and parts of South America (Reyes and Guitart, 2013;Zavala, 2002) have shown that writing at school is a social act that is linked to the interests, experiences and daily life of children (Dyson, 1989(Dyson, , 2013.…”

Section: Literacy Funds Of Knowledgementioning

confidence: 99%

Children's literacy funds of knowledge in an urban Mexican elementary school: changing the approach

Tapia¹,

Reyes

Kalman³

2023

Literacy

Self Cite

View full text Add to dashboard Cite

In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day‐to‐day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing.

show abstract

“…Secondly, it is necessary to design and exemplify teaching and learning procedures that place the learners' funds of identity at the heart of educational activity, and to recognize the multiple literacies that emerge from using different semiotic resources in different contexts of life and activity (Reyes & Esteban-Guitart, 2013). Recognizing the funds of knowledge and identity does not mean we end up chaining ourselves to them.…”

Section: Ijep -International Journal Of Educational Psychology 4(1) 49mentioning

confidence: 99%

Some Contemporary Forms of the Funds of Knowledge Approach. Developing Culturally Responsive Pedagogy for Social Justice

Subero¹,

Vila²,

Guitart³

2015

IJEP

View full text Add to dashboard Cite

The population of children in schools is rapidly becoming more ethnically and culturally diverse. However, there is a mismatch between the cultures in children’s homes and the cultures in their schools. The funds of knowledge approach emerged in Tucson (Arizona, USA) in order to counter the deficit perspectives common in depictions of working-class, Latin American families. In this paper we critically report on two contemporary research projects conducted around funds of knowledge and social justice pedagogy. In particular, this paper describes and discusses two projects, which have been conducted in schools with disadvantaged students in USA (Latino students in Arizona) and Australia (students with low socio-economic status, from diverse ethnic groups), examining how these projects exemplify social justice pedagogy. Both projects reviewed explore the application of a funds of knowledge approach, in which students focus on a key aspect of their identity and living circumstances and investigate it, seeking to understand the current situation and create positive options for possible improvements.

show abstract

Exploring Multiple Literacies from Homes and Communities: A Cross‐cultural Comparative Analysis

Cited by 6 publications

References 33 publications

A funds of knowledge approach to promoting school engagement

A funds of knowledge approach to promoting school engagement

Children's literacy funds of knowledge in an urban Mexican elementary school: changing the approach

Some Contemporary Forms of the Funds of Knowledge Approach. Developing Culturally Responsive Pedagogy for Social Justice

Contact Info

Product

Resources

About