Bringing Funds of Family Knowledge to School. The Living Morocco Project - برغملاشيع
https://doi.org/10.4452/remie.2011.04
Keywords:
Downloads
Abstract
The purpose of the study, grounded in sociocultural theory, is to describe the funds of knowledge of a Moroccan family living in Catalonia (Spain) in order to document how teachers can use these funds of knowledge to make direct links between students' lives and classroom teaching. The funds of knowledge approach is based on a simple premise: regardless of any socio-economical and sociocultural "deficit" that people may or may not have all families accumulate bodies of beliefs, ideas, skills and abilities based on their experiences (in areas such as their occupation or their religion). The challenge consists in connecting these bodies of educational resources with teaching practice in order to connect the curriculum with students' lives. In doing so, qualitative research can be carried out using several techniques such as self portraits, self-definition tasks, assessment of family artefacts, documenting routines through photographs, or the analysis of a person's significant circle. The results in terms of teaching practices illustrate the variety of ways teachers can make connections between home and school in ways that assist learners in their academic development. In this article, we propose using the term funds of identity to complement the concept of funds of knowledge.Downloads
References
Acosta-Iriqui, J. & Esteban, M. (2010). Geografías psicológicas de los recursos educativos. Educación y Desarrollo Social, 4, 119-129.
Google Scholar CrossrefBagnoli, A. (2004). Researching identities with Multi-method Autobiographies. Sociological Research Online, 9, 1-17.
Google Scholar CrossrefBagnoli, A. (2009). Beyond the standard interview: The use of graphic elicitation and arts-based methods. Qualitative Research, 9, 547-570.
Google Scholar CrossrefBallenger, C. (1999). Teaching other people’s children: Literacy and learning in a bilingual classroom. New York: Teachers College Press.
Google Scholar CrossrefBruner, J. (2001). Self-making and world-making. In J. Brockmeier & D. Car- baugh (Eds.), Narrative and Identity. Studies in Autobiography, Self and Cul- ture (pp. 25-37). Amsterdam and Philadelphia: John Benjamins.
Google Scholar CrossrefCole, M. (1996). Cultural psychology. A once and future discipline. Cambridge, MA: Harvard University Press.
Google Scholar CrossrefEsteban, M. (2008). Hacia una psicología cultural. Origen, desarrollo y perspec- tivas. Fundamentos en Humanidades, 9, 7-23.
Google Scholar CrossrefEsteban, M. (2010). Geografías del desarrollo humano. Una aproximación a la psicología cultural. Barcelona: ARESTA.
Google Scholar CrossrefEsteban, M. (2011a). Aplicaciones contemporáneas de la teoría vygotskiana en educación. Educación y Desarrollo Social, 5, 95-113.
Google Scholar CrossrefEsteban, M. (2011b). The consumer capitalista society and its effects on identity: A macro cultural approach. Psicología Política, 21, 159-170.
Google Scholar CrossrefEsteban, M. & Bastiani, J. (2011). Constructing the self-concept through culture. A study with indigenous and mestizos students from different educative set- tings in Chiapas (Mexico). Cross-Cultural Communication, 7, 14-21.
Google Scholar CrossrefEsteban, M. & Ratner, C. (2010). Historia, conceptos fundacionales y perspectivas contemporáneas de la psicología cultural. Revista de Historia de la Psicología, 31, 117-136.
Google Scholar CrossrefEsteban, M. & Ratner, C. (2011). A macro cultural psychological theory of iden- tity. Journal of Social Distress and the Homeless, 20, 1-22.
Google Scholar CrossrefEsteban, M. & Vila, I. (2010). Modelos culturales y retratos de identidad. Un es- tudio empírico con jóvenes de distintos contextos sociodemográficos. Estu- dios de Psicología, 31, 173-185.
Google Scholar CrossrefEsteban, M., Nadal, J. M. & Vila, I. (2008). La construcción de la identidad a través del conflicto y la ventrilocuación. Glossa. An Ambilingual Interdisci- plinary Journal, 4, 130-145.
Google Scholar CrossrefEsteban, M., Nadal, J. M. & Vila, I. (2010). La construcción narrativa de la iden- tidad en un contexto intercultural. Límite, 5, 77-94.
Google Scholar CrossrefEUROSTAT (2006). Population in Europe in 2005. Luxembourg: European Com- munities.
Google Scholar CrossrefFoucault, M. (1988). Technologies of the self. In L. H. Martin, H. Gutman and P. H. Hutton (eds). Technologies of the self (pp. 16-49). Amherst: University of Massachusetts Press.
Google Scholar CrossrefGifre, M., Monreal, P. & Esteban, M. (2011). El desarrollo de la identidad a lo largo del ciclo vital. Un estudio cualitativo y transversal. Estudios de Psi- cología, 32, 227-241.
Google Scholar CrossrefGonzález, N., Moll, L. C. & Amanti, C. (2005). Funds of knowledge. Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefGonzález-Patiño, J. (2011). Rutinas de la infancia urbana mediadas por la tec- nología: Un análisis visual. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 7, 1-16.
Google Scholar CrossrefHartley, W. S. (1970). Manual for the twenty statements problem. Kansas City, MO: Greater Kansas City Mental Health Foundation.
Google Scholar CrossrefINE (2011). Sondeo de población. Madrid: Instituto Nacional de Estadística. López-Torrecilla, J. (2009). Experiencia infantil del medio urbano y la calidad ambiental percibida en barrios de la ciudad de Madrid. Medio Ambiente y
Google Scholar CrossrefComportamiento Humano, 10, 97-115.
Google Scholar CrossrefMcAdams, D. P. (2003). Identity and the life story. In R. Fivush & C. A. Haden
Google Scholar Crossref(Eds.), Autobiographical memory and the construction of a narrative self. Developmental and cultural perspectives (pp. 187-207). Mahwah, NJ & Lon- don: Lawrence Erlbaum Associates.
Google Scholar CrossrefMcIntyre, E., Kyle, D. W. & Rightmyer, C. (2005). Los fondos de conocimiento de las familias como mediación de la enseñanza en los colegios rurales. Cul- tura y Educación, 17, 175-195.
Google Scholar CrossrefMcIntyre, E., Rosebery, A., & González, N. (2001). Classroom Diversity. Con- necting Curriculum to Students’ Lives. Portsmouth: Heinemann.
Google Scholar CrossrefMoll, L. C. (2002). Through the mediation of others: Vygotskian research on teaching. En V. Richardson (Ed.), Handbook of research on teaching (4th ed.). Washington, DC: American Educational Research Association.
Google Scholar CrossrefMoll, L. C. (2011). Only Life Educates: Immigrant Families, the Cultivation of Biliteracy, and the Mobility of Knowledge. In P. Portes & Salas (Eds.), Vy- gotsky in 21st-Century Society: Advances in Cultural Historical Theory and Praxis with Non-Dominant Communities (pp. 151-161). New York: Peter Lang.
Google Scholar CrossrefMoll, L. C. (in press). L. S. Vygotsky and education. Londres: Routledge.
Google Scholar CrossrefMoll, L. C. & Greenberg, J. (1990). Creating zones of possibilities: Combining social contexts for instruction. En L. C. Moll (Ed.), Vygotsky and education
Google Scholar Crossref(pp. 319-348). Cambridge, UK: Cambridge University Press.
Google Scholar CrossrefMoll, L. C. & Cammarota, J. (2010). Cultivating new funds of knowledge through research and practice. In K. Dunsmore & D. Fisher (Eds.), Bringing literacy home (pp. 290-306). Newark, DE: International Reading Association.
Google Scholar CrossrefMoll, L., C. Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31, 132-141.
Google Scholar CrossrefOECD (2007). Science competencias for tomorrow’s world: Results from PISA 2006.
Google Scholar CrossrefPoveda, D., Casla, M., Messina, C., Morgade, M., Rujas, I., Pulido, L. & Cuevas, I. (2007). The After School Routines of Literature-Devoted Urban Children. Children's Geographies, 5, 423 - 441.
Google Scholar CrossrefOgbu, J. (1982). Cultural discontinuities and schooling. Anthropological and Educationa Quarterly, 13, 290-307.
Google Scholar CrossrefRoseneil, S. (2006). The ambivalences of angel’s “arrangement”: A psychosocial lens on the contemporary condition of personal life. The Sociological Review, 54, 847-869.
Google Scholar CrossrefSánchez-Vidal, A. (2001). Medida y estructura interna del sentimiento de comu- nidad: Un estudio empírico. Revista de Psicología Social, 16, 157-175.
Google Scholar CrossrefSarason, S. B. (1974). The psychological sense of community: Prospects for a Community Psychology. San Francisco: Jossey-Bass.
Google Scholar CrossrefSmilkstein, G. (1978). The family APGAR: a proposal for a family function test and its use by physicians. Journal of Family Practice, 6, 1231-1239.
Google Scholar CrossrefTharp, R. y Gallimore, R. (1993). Rousing minds to life: Teaching, learning and schooling in social context. New York: Cambridge University Press.
Google Scholar CrossrefVélez-Ibáñez, C. & J. Greenberg (1992). Formation and transformation of funds of knowledge among U.S. Mexican households. Anthropological and Educa- tion Quarterly, 23, 313-335.
Google Scholar CrossrefVygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Google Scholar CrossrefVygotsky, L. S. (1997). Educational psychology. Boca Raton, FL: St. Lucie Press. Wittgenstein, L. (1953). Philosophical Investigations. Oxford: Blackwell.
Google Scholar CrossrefDownloads
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.