Funds of Knowledge for Teaching in Latino Households

González, Norma; Moll, Luis C.; Tenery, Martha Floyd; Rivera, Anna; Rendon, Patricia; Gonzales, Raquel; Amanti, Cathy

doi:10.1177/0042085995029004005

Cited by 476 publications

(529 citation statements)

References 8 publications

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“…In this case study it is asserted that human beings inhabit different realities that are socially and culturally constituted and which may, therefore, vary quite dramatically across cultures, time and context (Gonzalez et al 1994). Multiple selves are individually and socio-culturally constructed by constantly changing relationships (Becvar and Becvar 2006).…”

Section: Research Methodsologymentioning

confidence: 99%

Culture and conflict in urban Tanzania: Professionals’ voices in educational organisations

Mayer¹,

Boness²

2011

Afr. J. Conflict Res.

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This article is interlinked with an article that has previously been published in this Journal (Mayer, Boness and Louw 2008). Since the previous article focused on value-orientations in cross-cultural encounters and mediation in the Tanzanian educational system, this follow-up article provides an overview of cross-cultural conflicts and their professional management in educational organisations in Tanzania. It firstly gives an insight into current theoretical discourses and will, secondly, present selected empirical data and findings from an ethnographic, qualitative study that has been conducted in selected urban areas in Tanzania. Claude-HélèneMayerandChristianMartinBonessBy presenting qualitative findings, this follow-up study provides further insights into the context-specific professionals' views on conflict and its management in urban educational contexts, and thereby deepens our understanding of the quantitative findings on values and mediation gained and presented in the previous study. The conclusions drawn from the presented findings lead to recommendations for scientists conducting research on the above-mentioned topics and for practitioners working in educational, cross-cultural contexts in Tanzania.

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Section: Research Methodsologymentioning

confidence: 99%

Culture and conflict in urban Tanzania: Professionals’ voices in educational organisations

Mayer¹,

Boness²

2011

Afr. J. Conflict Res.

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“…What do the teachers find when they visit the families in their poor communities? According to Gonzales et al (1995):…”

Section: A Funds Of Knowledge Approach To Mathematics Educationmentioning

confidence: 99%

Alienation in mathematics education: critique and development of neo-Vygotskian perspectives

Williams

2015

Educ Stud Math

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This paper aims to critique and develop neo-Vygotskian work in mathematics education from (i) within the Vygotskian and activity theoretic tradition, and where necessary from (ii) a Bourdieusian perspective. First, I critique Roth and Radford's (2011) version of Cultural-historical Activity Theory, suggesting that a classroom episode presented as developmental might be seen as a process of alienation. I trace this to the institutional structure of schooling, in which curriculum and pedagogy are alienated from the learner's everyday sense. Next, I examine and critique the Vygotskian 'Funds of Knowledge' approach to critical mathematics education, which seeks to overcome alienation by subjecting the curriculum to the needs of the poor communities the school serves. Here, the critical point on alienation in the Vygotskian approach is better argued in Bourdieu's perspective on educational institutions as reproductive of class domination. Finally, the paper discusses the extent to which these critiques pertain to Vygotskian activity theory in general or only to these versions in particular and draws implications for the development of a critical mathematics education perspective in a synthesis of perspectives from Vygotsky and Bourdieu.

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“…As Sallie, a 10 th /11 th grade math teacher expressed earlier in the article the LCPD helped her become aware of the often unspoken practices and faults that teachers bring with them and the tools needed to transform these experiences for their Latina/o students as well as for themselves as teachers. Validating students' epistemologies and lived experiences in the multiple contexts youth regularly navigate (i.e., home, community, classroom, and on campus) heightens students' engagement in learning and hence, overall academic achievement (Gay, 2000;González, Moll, & Amanti, 1995;Hightower et al, 2011). It is through this process that teachers and administrators begin to perceive students actively engaged in the learning process and producing knowledge.…”

Section: Formación De Profesoresmentioning

confidence: 99%

Diálogo del profesorado en un desarrollo profesional centrado en el alumnado en una escuela secundaria de los Estados Unidos de América

Gutiérrez

Cerecer

2014

Ped Soc. Rev Int

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diálogo del profesorado en un desarrollo profesional centrado en el alumnado en una escuela secundaria de los eeuu [ 199 ] sips -pedagogia social. revista interuniversitaria [1139-1723 (2014) RESUMEN: Esta investigación estudia el impacto sobre un grupo de maestras y administradoras escolares de una iniciativa de desarrollo profesional culturalmente preparada y diseñada para un instituto de enseñanza secundaria hasta bachillerato en proceso de reforma de su organización. Usando paradigmas emergentes de la educación transformadora, diálogo educativo y el marco teórico del Desarrollo Profesional Orientado hacia el Alumno (en inglés, Learner Centered Professional Development), la investigación examina cómo resultaron afectadas las identidades adoptadas por maestras y directivos. Trece profesoras y tres líderes escolares de enseñanza secundaria hasta bachillerato participaron en la iniciativa de formación profesional impartida en un periodo de tres semanas. Los datos de este estudio forman parte de un corpus de datos más amplio que exploran iniciativas de desarrollo profesional en una gran ciudad en la región suroeste de Texas. Se utilizó la herramienta metodológica de análisis narrativo para codificar y analizar los datos. Los resultados apuntan hacia una renovación de identidades profesionales y la revitalización de actitudes y praxis por parte de las maestras y líderes escolares en lo relativo a los alumnos latinos. Los hallazgos indican que las identidades profesionales son transformadoras cuando se implementan desarrollos profesionales culturalmente responsables en los sistemas escolares. Además, los resultados implican que esta iniciativa de desarrollo profesional empodera a las maestras y administradoras escolares, transforma sistemas de creencias, y proporciona un conocimiento y entendimiento profundo en cuanto a prác-ticas pedagógicas culturalmente responsivas y de liderazgo, que resultan básicas a la hora de trabajar con estudiantes latinos. Más aún, los hallazgos sirven como catalizador para estudios futuros cuya meta es exPedagogía Social.

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Funds of Knowledge for Teaching in Latino Households

Cited by 476 publications

References 8 publications

Culture and conflict in urban Tanzania: Professionals’ voices in educational organisations

Culture and conflict in urban Tanzania: Professionals’ voices in educational organisations

Alienation in mathematics education: critique and development of neo-Vygotskian perspectives

Diálogo del profesorado en un desarrollo profesional centrado en el alumnado en una escuela secundaria de los Estados Unidos de América

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