Contranarrativas Convincentes para los Discursos de Déficit: Una Investigación de los Fondos de Conocimiento sobre la Diversidad Cultural y Lingüística en los Hogares de los Estudiantes de Primaria de EE.UU.
Palabras clave:
Descargas
Resumen
Este estudio se centró en los recursos de los Fondos del Conocimiento o "cuerpos históricamente acumulados de conocimientos y habilidades esenciales para el funcionamiento de los hogares y el bienestar" (González, Andrade, Civiles, & Moll, 2001). Una aproximación a los Fondos de Conocimiento proporciona una lente metodológica y teórica para que los educadores entiendan a sí mismos ya sus estudiantes en formas más complejas. Los participantes incluyeron a cinco estudiantes y sus familias con diversidad cultural, económica y lingüísticamente. El ámbito del estudio fue un suburbio de primer anillo en el medio oeste de Estados Unidos con clase media y trabajadora. La recolección de datos incluyó visitas a la casa, la iglesia y la escuela dominical; observaciones en las aulas de Lengua y Literatura; y conversaciones informales y entrevistas semi-estructuradas etnográficas con los estudiantes, familias y docentes. Las fuentes de datos incluyen transcripciones de la entrevista; notas de campo y reflexiones sobre esas notas de campo; y los datos obtenidos de la carpeta escolar de la escuela de cada estudiante. Se codifico las entrevistas de familias e hijo y los datos de visitas a casa para crear un retrato multifacético de cada hogar. Los hallazgos revelan que los hogares poseen una amplitud y variedad de recursos, habilidades, saberes y fortalezas. Estos resultados proporcionan evidencias contrarias a los discursos de déficit, que demuestran que estos hogares poseen valiosos conocimientos y experiencias.
Descargas
Citas
Agar, M. (1996). The professional stranger: An informal introduction to ethnography, 2nd Ed.
Google Scholar CrossrefBingley, West Yorkshire, England: Emerald Group Publishing.
Google Scholar CrossrefBomer, R. & Maloch, B. (2012). Diverse local literacies and standardizing policies. Language Arts, 90 (1), 44-52.
Google Scholar CrossrefBomer, R., Dworin, J., May, L., & Semingson, P. (2008). Miseducating teachers about the poor: A critical analysis of Ruby Payne's claims about poverty. Teachers College Record, 110(12), 2497-2531.
Google Scholar CrossrefCampano, G., & Ghiso, M.P. (2010). Immigrant students as cosmopolitan intellectuals. In Handbook on research on children’s and young adult literature. P. Coates, P. Enciso, C. Jenkins, & S. Wolf (Eds.). London: Routledge.
Google Scholar CrossrefDelpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York: The New Press.
Google Scholar CrossrefDuke, N., & Moses, A. (2003). 10 research tested ways to build children’s vocabulary. New York, NY: Scholastic Inc.
Google Scholar CrossrefEnright, K. A. (2011). Language and literacy for a new mainstream. American Educational Research Journal, 48(1), 80-118.
Google Scholar CrossrefGenishi, C., & Dyson, A. H. (2009). Children, language, and literacy: Diverse learners in diverse times. New York: Teachers College Press.
Google Scholar CrossrefGonzalez, N. (2005). Beyond culture: The hybridity of funds of knowledge. In N. Gonzalez, L. Moll, & C. Amanti, (Eds.) Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 29-46). London: Routledge.
Google Scholar CrossrefGonzález, N., & Moll, L. (2002). Cruzando el puente: Building bridges to funds of knowledge. Journal of Educational Policy, 16(4), 623-641.
Google Scholar CrossrefGonzalez, N., Andrade, R., Civil, M. & Moll. L. (2005). Funds of distributed knowledge. In N. Gonzalez, L. Moll, & C. Amanti, (Eds.) Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 257-274). London: Routledge.
Google Scholar CrossrefGonzález, N., Moll, L., Floyd Tenery, M., Rivera A., Rendon, P., Gonzales, R., & Amanti, C. (1995/2005). Funds of knowledge for teaching in Latino households. Urban Education, 29(4), 444-471.
Google Scholar CrossrefGonzález, N., Andrade, R., Civil, M., & Moll, L. (2001/2005). Bridging funds of distributed knowledge: Creating zones of practices in mathematics. Journal of Education for Students Placed at Risk, 6(1), 115-132.
Google Scholar CrossrefGutiérrez, K. & Orellana, M.F. (2006). The "problem" of English learners: Constructing genres of difference. Research in the Teaching of English, 40, 502-507.
Google Scholar CrossrefGutierrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
Google Scholar CrossrefHart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.
Google Scholar CrossrefKunjufu, K. (2006). An African centered response to Ruby Payne’s poverty theory. Chicago, IL:
Google Scholar CrossrefAfrican American Images, Inc.
Google Scholar CrossrefLadson-Billings, G. (2006). It’s not the culture of poverty, it’s the poverty of culture: The problem with teacher education. Anthropology & Education Quarterly, 37(2), 104-109.
Google Scholar CrossrefLópez-Robertson, J., Long, S. & Turner-Nash, K. (2010). “A day of small beginnings”: First steps in constructing counter narratives of young children and their families. Language Arts 88(2), 93-103.
Google Scholar CrossrefMercado, C. (2005). Reflections on the study of households in New York City and Long Island: A different route, a common destination. In N. Gonzalez, L. Moll, & C. Amanti, (Eds.) Funds of knowledge: Theorizing practices in households, communities, and classrooms. (pp. 233-256). London: Routledge.
Google Scholar CrossrefMitchell, J. C. (1984). Case studies. In R. F. Ellen, Ethnographic research: A guide to general conduct. (pp. 237-241). Orlando, FL: Academic Press, Inc.
Google Scholar CrossrefMoll, L. (2005). Reflections and possibilities. In N. Gonzalez, L. Moll, & C. Amanti, (Eds.) Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 275-288). London: Routledge.
Google Scholar CrossrefMoll, L. C., & Diaz, S. (1987). Change as the goal of educational research. Anthropology and Education Quarterly, 18(4), 300-311.
Google Scholar CrossrefMoll, L. C., Amanti, C., Neff, D., & González, N. (1992/2005). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.
Google Scholar CrossrefMoll, L. C., & Gonzalez, N. (2004). Engaging life: A funds of knowledge approach to multicultural education. In J. Banks & C. McGee Banks (Eds.), Handbook of research on multicultural education, 2nd Ed. NY: Jossey-Bass.
Google Scholar CrossrefNespor, J. (1997). Tangled up in school politics: Politics, space, bodies, and signs in the
Google Scholar Crossrefeducational process. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Google Scholar CrossrefOsei-Kofi, N. (2005). Pathologizing the poor: A framework for understanding Ruby Payne's work. Equity & Excellence in Education, 38(4), 367-375.
Google Scholar CrossrefPayne, R. (2003). A framework for understanding poverty, 3rd Ed. Highlands, TX: aha! Process, Inc.
Google Scholar CrossrefRios, F. (2010). Home-school-community collaborations in uncertain times. In P. Manyak and M. L. Dantas (Eds.), School-Home Connections in a Multicultural Society: Learning from and within Culturally and Linguistically Diverse Families (pp. 265-277). NY: Routledge.
Google Scholar CrossrefSato, M., & Lensmire, T.J. (2009). Poverty and Payne: Supporting teachers to work with children of poverty. Phi Delta Kappan, 90(5), 365-370.
Google Scholar CrossrefSilverman, R. (2007.) Vocabulary development of English-language and English-only learners in kindergarten. Elementary School Journal, 107(4), 365-383.
Google Scholar CrossrefSpradley, J. (1980). Participant observation. New York: Holt, Rinehart and Winston.
Google Scholar CrossrefTenery, M. F. (2005). La visita. In N. Gonzalez, L. Moll, & C. Amanti, (Eds.) Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 119-130). London: Routledge.
Google Scholar CrossrefVolk, D., & Long, S. (2005). Challenging myths of the deficit perspective: Honoring children's literacy resources. Young Children, 60(6), 12-19.
Google Scholar CrossrefDescargas
Publicado
Metrics
Almetric
Dimensions
Cómo citar
Número
Sección
Licencia
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
