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El. knyga: Funds of Knowledge and Identity Pedagogies for Social Justice: International Perspectives and Praxis from Communities, Classrooms, and Curriculum

Edited by (University of Girona, Spain)
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Funds of Knowledge and Identity Pedagogies for Social Justice: International Perspectives and Praxis from Communities, Classrooms, and CurriculumDidesnis paveikslėlis
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This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies.



This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies.

Edited by one of the premier international voices for the funds of knowledge approach, and in particular funds of identity theory, chapters foreground first-hand, participatory, research-practice experiences with learners, schools, and local communities. These experiences demonstrate the positive, social-justice inspired pedagogical actions that result in, and reveal, powerful possibilities for a decolonialised, antiracist praxis that aims to eradicate deficit thinking in education. Further, the inclusion of voices that are typically "othered" in the construction and distribution of academic knowledge make this a seminal volume in the field.

Ultimately, the volume will be of interest to scholars, students, and researchers working in the sociology of education, psychology of education, and those specifically dealing with antiracism, decolonialism, and equity within education.

Preface Part 1: Theoretical Underpinnings
1. The funds of knowledge and
identity approach: blueprints for social justice pedagogies
2. Funds of
knowledge in practice in international contexts Part 2: Some contemporary
usages from an international lens
3. Opening school walls to Funds of
knowledge: Students researching Problems that Matter in Australian
communities
4. Revisiting the funds of identity approach in and for China:
Possibilities-within-constraints
5. Funds of knowledge/identity pedagogies
and social justice in Dutch primary education
6. Engaging with Mori
learners and families funds of knowledge and identity in post-colonial
Aotearoa New Zealand
7. Funds of knowledge and identity in oppressed
communities in England: an anti-capitalist analysis
8. Transforming
educational practice through Funds of knowledge & identity work in Catalonia
9. Funds of knowledge in Chile. A possibility to counteract racism Part 3:
Some empirical and case related evidences from an international lens
10.
Teachers pedagogical knowledge and ethno-linguistic minority students Funds
of knowledge in Vietnam
11. Multimodal pedagogical approaches to center the
Funds of Knowledge/Identity of Latinx/e children from immigrant backgrounds
in U.S. classroom settings
12. New normality and social justice: exploring
Funds of identity in Mexican students during the Covid-19 pandemic
13.
Practitioners collective Funds of Knowledge within a community of practice:
implications for professional development in a South African context Part 4:
Concluding Commentary Commentary
Moises Esteban-Guitart is Professor in the Department of Psychology and Director of the Institute of Educational Research, University of Girona, Spain.
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Pastovi nuoroda: https://www.kriso.lt/db/97810009134082e.html
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