Bringing Funds of Family Knowledge to School. The Living Morocco Project
Year: 2011
Type: article
Abstract: The purpose of the study, grounded in sociocultural theory, is to describe\nthe funds of knowledge of a Moroccan family living in Catalonia (Spain)\nin order to document how teachers can use these funds of knowledge to\nmake direct links between students� lives and classroom teaching. The\nfunds of knowledge approach is based on a simple premise: regardless of\nany socio-economical and sociocultural �deficit� that people may or may\nnot have all families accumulate bodies of beliefs, ideas, skills and abilities\nbased on their experiences (in areas such as their occupation or their religion).\nThe challenge consists in connecting these bodies of educational resources\nwith teaching practice in order to connect the curriculum with\nstudents� lives. In doing so, qualitative research can be carried out using\nseveral techniques such as self portraits, self-definition tasks, assessment\nof family artefacts, documenting routines through photographs, or the\nanalysis of a person�s significant circle. The results in terms of teaching\npractices illustrate the variety of ways teachers can make connections between\nhome and school in ways that assist learners in their academic development.\nIn this article, we propose using the term funds of identity to\ncomplement the concept of funds of knowledge.
Authors: Xènia Saubich, Moisès Esteban‐Guitart
Institution: Universitat de Girona
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1852216041