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What is Funds of Knowledge

Chapter 8
Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness
An individual’s skills and knowledge that have been developed historically and culturally within their communities.
Published in Chapter:
Understanding and Supporting the Whole Child: Lessons From the Learner Variability Project
Medha P. Tare (Digital Promise, USA), Barbara Pape (Digital Promise, USA), and Alison R. Shell (Digital Promise, USA)
Copyright: © 2022 |Pages: 25
DOI: 10.4018/978-1-7998-8649-5.ch008
Abstract
This chapter proposes that in order to support young children in meeting and adapting to the demands of the future workforce, an educational system that recognizes the whole child and supports each child's strengths and needs according to their learner variability is needed. The authors outline how learning sciences research has illuminated the interconnections among many different factors of early math and literacy development, including early experiences at home and social-emotional well-being. Further, evidence from partnerships between the Learner Variability Project and practitioners and educational technology developers provides examples of implementation of a whole child approach in different learning environments. The chapter concludes with recommendations for policymakers and other stakeholders on how to build capacity to help every child reach their full potential.
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More Results
Chapter 1
Culturally Responsive Special Education: Using Cultural Liaisons to Increase Family Engagement
The “essential cultural practices and bodies of knowledge that are embedded in the daily practices and routines of families” ( Moll et al., 1992 AU77: The citation "Moll et al., 1992" matches multiple references. Please add letters (e.g. "Smith 2000a"), or additional authors to the citation, to uniquely match references and citations. ).
Published in Chapter: Culturally Responsive Special Education: Using Cultural Liaisons to Increase Family Engagement; From: Advocating and Empowering Diverse Families of Students With Disabilities Through Meaningful Engagement
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Chapter 4
Becoming an Eclectic Instructor
The background experiences that students bring to the online classroom.
Published in Chapter: Becoming an Eclectic Instructor; From: Providing Writing Feedback in Online Teaching and Learning: The PAUSE Framework
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Chapter 7
Empowering Young Children's Literacy Development Through Writing
A concept developed by Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez in 1992 during their study of Mexican households. They describe the knowledge and expertise that parents pass down to their children, that are not necessarily related to school literacies, as “funds of knowledge.”
Published in Chapter: Empowering Young Children's Literacy Development Through Writing; From: Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching
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Chapter 13
Timeless Traditions as a Culturally Responsive Approach in a Third Space: Honoring the Herder Curriculum in Mongolia
Collections or bodies of historical or contemporary knowledge embraced and used by cultural groups, families, or individuals that facilitates functioning and well-being in environment or context.
Published in Chapter: Timeless Traditions as a Culturally Responsive Approach in a Third Space: Honoring the Herder Curriculum in Mongolia; From: Third-Space Exploration in Education
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Chapter 18
Fostering Active Learning via Critical Pedagogies: Applying Reflective Research
Historically and culturally developed knowledge that empower individuals to function in a specific culture.
Published in Chapter: Fostering Active Learning via Critical Pedagogies: Applying Reflective Research; From: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
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Chapter 9
Texting With Students: Facilitating Learning in Higher Education
The knowledge students embody that can directly or indirectly connect to formal classroom learning.
Published in Chapter: Texting With Students: Facilitating Learning in Higher Education; From: Preparing the Higher Education Space for Gen Z
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Chapter 10
Early Learning Environments: Embracing and Valuing Home Languages
The knowledge and skills acquired during everyday experiences that are historically and culturally unique and define identity.
Published in Chapter: Early Learning Environments: Embracing and Valuing Home Languages; From: Transformative Pedagogical Perspectives on Home Language Use in Classrooms
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Chapter 31
Supporting the Virtual Reading Instruction of Emergent Bilinguals: Practical Support and Resources for Parents and Teachers
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Chapter 3
Preparing Teacher Candidates for Diverse Classrooms: The Role of Teacher Preparation Programs
A term that encompasses the knowledge, skills, and experiences acquired through historical and cultural interactions of an individual in their community and family life and culture through everyday living.
Published in Chapter: Preparing Teacher Candidates for Diverse Classrooms: The Role of Teacher Preparation Programs; From: Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education
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Chapter 8
Inspiring Teacher Candidates to Embrace Cultural Diversity
A term that encompasses the knowledge, skills, and experiences acquired through historical and cultural interactions of an individual in their community and family life and culture through everyday living.
Published in Chapter: Inspiring Teacher Candidates to Embrace Cultural Diversity; From: Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education
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Chapter 2
Making Literacy Culturally Relevant: An Imperative for Early Childhood Teacher Education
The background knowledge and skills that children come to school with from their homes.
Published in Chapter: Making Literacy Culturally Relevant: An Imperative for Early Childhood Teacher Education; From: Designing Culturally Competent Programming for PK-20 Classrooms
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Chapter 6
Reimagining Family Engagement: Building Equitable Relationships With Multilingual Families Under Faculty Mentorship
The knowledge that diverse students and their families possess because of their cultural, linguistic, and experiential background.
Published in Chapter: Reimagining Family Engagement: Building Equitable Relationships With Multilingual Families Under Faculty Mentorship; From: Mentoring and Reflective Teachers in ESOL and Bilingual Education
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Chapter 14
Family-Teacher Partnerships to Support Culturally and Linguistically Marginalized Children's Successful Transition to School
A framework conceptualized by Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez (1992) AU50: The in-text citation "Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez (1992)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. that focuses on the assets traditionally marginalized (working-class) families possess and pass on to their children. Life experiences provide people with valuable knowledge, and it is teachers’ responsibility to understand those assets and use them to inform their teaching and community-building in their classrooms.
Published in Chapter: Family-Teacher Partnerships to Support Culturally and Linguistically Marginalized Children's Successful Transition to School; From: Supporting Children’s Well-Being During Early Childhood Transition to School
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Chapter 11
Fostering Diverse Praxis: Pre-service Teachers' Perceptions of Efficacy
Defined by Moll, Amanti, Neff, & Gonzalez (2001) AU21: The in-text citation "Moll, Amanti, Neff, & Gonzalez (2001)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. as “the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being” (p. 133).
Published in Chapter: Fostering Diverse Praxis: Pre-service Teachers' Perceptions of Efficacy; From: Handbook of Research on Teacher Education and Professional Development
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Chapter 2
Digital Storytelling With English Language Learning Families
Funds of knowledge are untapped cultural experiences of English Language Learners.
Published in Chapter: Digital Storytelling With English Language Learning Families; From: Bridging Family-Teacher Relationships for ELL and Immigrant Students
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Chapter 2
Empathy First: Refurbishing a Teams' Approach to Student Success
The values, ideas, concepts, culture, and social norms of a group of people. Minoritized students bring funds of knowledge onto college campuses that are different than the values and beliefs embedded in most higher education institutions.
Published in Chapter: Empathy First: Refurbishing a Teams' Approach to Student Success; From: Applying Design Thinking to the Measurement of Experiential Learning
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Chapter 3
Language Gap: Cultural Assumptions and Ideologies
The strengths and resources that students and families bring to school culturally and linguistically. These skills are often not recognized, valued, or capitalized upon in standard education systems.
Published in Chapter: Language Gap: Cultural Assumptions and Ideologies; From: International Approaches to Bridging the Language Gap
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Chapter 18
Critical Bilingual Leadership for Emergent Bilingual Students
The strengths and resources that students and families bring to school culturally and linguistically, often times viewed in deficit orientations by the majoritized groups in power.
Published in Chapter: Critical Bilingual Leadership for Emergent Bilingual Students; From: Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
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Chapter 2
Writing as Pedagogy
The prior experiences that students bring with them to a classroom, regardless of level.
Published in Chapter: Writing as Pedagogy; From: Providing Writing Feedback in Online Teaching and Learning: The PAUSE Framework
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Chapter 14
Critical Consciousness Checklist
A student’s learned experiences and skills stemming from a history of culture and family knowledge.
Published in Chapter: Critical Consciousness Checklist; From: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
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Chapter 1
Building Fearless, Confident CLD Learners: One Elementary School's Experience Creating Positive Relationships With Diverse Families and the Community
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Chapter 17
Walking the Talk: Preparing Preservice Teachers for Critical Writing Instruction Using Culturally Sustaining Pedagogy
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Chapter 19
Play-Based Literacy Instruction: Interactive Learning in a Kindergarten Classroom
Rich traditions of literacy and knowledge across different families, cultures, and contexts that, if understood, acknowledged, and appropriately built upon by teachers, can help children who are linguistically and culturally diverse become more successful in school.
Published in Chapter: Play-Based Literacy Instruction: Interactive Learning in a Kindergarten Classroom; From: Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
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Chapter 12
Empowering Students: Decentering the English Monolingual Norm Through Discourse
The knowledge that is socially acquired from interactions with family members and caregivers, and others. Funds of knowledge include language, culture, tradition, and ways of thinking and doing.
Published in Chapter: Empowering Students: Decentering the English Monolingual Norm Through Discourse; From: Cultivating Critical Discourse in the Classroom
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Chapter 5
Towards Social Justice Through Arts and Language-Based Learning
The term presumes that all families, from all cultures, have useful skills and background knowledge that can be mobilized by educators for new learning in the classroom.
Published in Chapter: Towards Social Justice Through Arts and Language-Based Learning; From: Integrating Social Justice Education in Teacher Preparation Programs
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Chapter 13
Using Multimodal Pedagogy to Teach Languages Online: Reimagining Language Teaching With Elementary School Children
This term was coined by Dr. Luis Moll and colleagues in 1992 and it is used to refer to the home and community knowledge that learners bring to the classroom.
Published in Chapter: Using Multimodal Pedagogy to Teach Languages Online: Reimagining Language Teaching With Elementary School Children; From: Handbook of Research on Effective Online Language Teaching in a Disruptive Environment
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Chapter 15
Working With Immigrant Children and Families: Preparing Early Childhood Education Leadership for Culturally Responsive Teaching
The historically accumulated and culturally developed bodies of knowledge, information, skills and strategies, which underlie household and individual functioning, development, learning, and well-being.
Published in Chapter: Working With Immigrant Children and Families: Preparing Early Childhood Education Leadership for Culturally Responsive Teaching; From: Professional and Ethical Consideration for Early Childhood Leaders
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Chapter 5
Differentiating Instruction for Young English Language Learners in the Content Areas
The historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being.
Published in Chapter: Differentiating Instruction for Young English Language Learners in the Content Areas; From: Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 7
Fostering Successful Communities of Collaboration Through Educational Partnerships: Strengthening Bilingual Learners' Language and Literacy Achievement Along the Texas-Mexican Border
The skills and knowledge that have been historically and culturally developed to enable an individual or household to function within a given culture. It is the knowledge and expertise that students and their family members have because of their roles in their families, communities, and culture.
Published in Chapter: Fostering Successful Communities of Collaboration Through Educational Partnerships: Strengthening Bilingual Learners' Language and Literacy Achievement Along the Texas-Mexican Border; From: Bridging Family-Teacher Relationships for ELL and Immigrant Students
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 9
Mi Familia: Authentic Parent-Child Writing During Literacy Night
Refers to the historically and culturally accumulated understandings that are acquired through social interaction with a More Knowledgeable Other.
Published in Chapter: Mi Familia: Authentic Parent-Child Writing During Literacy Night; From: Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
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Chapter 5
Resource vs. Deficit Views About English Language Learners in Classroom Practice
Accumulated knowledge and skills underlying the cultural practices of linguistically and culturally diverse students, their families, and communities.
Published in Chapter: Resource vs. Deficit Views About English Language Learners in Classroom Practice; From: Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners
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Chapter 15
The Use of Culturally Sustaining Practices in Play to Foster Resilience
A tool for examining development that seeks to understand the whole child through close observation of a child’s home environment and lived experiences.
Published in Chapter: The Use of Culturally Sustaining Practices in Play to Foster Resilience; From: Handbook of Research on Play Specialism Strategies to Prevent Pediatric Hospitalization Trauma
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Chapter 9
Strengthening Leadership and Teaching Capacity Through Community and College Relationships: Two Case Studies
Theoretical model developed by Luis Moll to describe the resilience and expertise that families in the non-dominant culture bring to educational settings.
Published in Chapter: Strengthening Leadership and Teaching Capacity Through Community and College Relationships: Two Case Studies; From: Professional and Ethical Consideration for Early Childhood Leaders
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Chapter 5
Displacement and Dialogue: University-Community Engagement as an Expansive Learning Process
The knowledge and competencies that people have gained through life experience in their respective families, communities, and institutions.
Published in Chapter: Displacement and Dialogue: University-Community Engagement as an Expansive Learning Process; From: A Cultural Historical Approach to Social Displacement and University-Community Engagement: Emerging Research and Opportunities
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Chapter 16
Kindergarten Writing: Utilizing Funds of Knowledge in a Digital Classroom
The framework of information and skills that support household functions, development, and health. Educators can become ethnographic researchers to close the racial and social stratification of education. It proposes the seemingly obvious idea that everyone has a vast amount of knowledge, that we are all made up of our unique experiences and those experiences are valuable (Moll, Amanti, Neff & Gonzalez, 1992).
Published in Chapter: Kindergarten Writing: Utilizing Funds of Knowledge in a Digital Classroom; From: Bridging Family-Teacher Relationships for ELL and Immigrant Students
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 16
Qualitative Inquiry in Early Childhood Education Research: Interviewing to Study Schools' Recognition of Funds of Knowledge in the Kindergarten Transition
Historically developed and accumulated knowledge and strategies that are central for household function and family members’ well-being. Includes skills, abilities, ideas, and practices.
Published in Chapter: Qualitative Inquiry in Early Childhood Education Research: Interviewing to Study Schools' Recognition of Funds of Knowledge in the Kindergarten Transition; From: Supporting Children’s Well-Being During Early Childhood Transition to School
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 15
A Fresh Look at Literacy Practices When Home Was Also School
A theory that students and families come to school with vast amounts of knowledges from their homes, work lives, and histories.
Published in Chapter: A Fresh Look at Literacy Practices When Home Was Also School; From: Handbook of Research on Family Literacy Practices and Home-School Connections
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Chapter 14
Culturally and Linguistically Responsive Practice: A Transformative Pedagogical Model for Equity and Access
Cultural and community knowledge and strategies that families possess and utilize as they navigate their lives.
Published in Chapter: Culturally and Linguistically Responsive Practice: A Transformative Pedagogical Model for Equity and Access; From: Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 2
Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom
Funds of knowledge, as defined by researchers Luis Moll, Norma Gonzalez, and Cathy Amanti (2005) AU32: The in-text citation "Luis Moll, Norma Gonzalez, and Cathy Amanti (2005)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , refer to the historically accumulated and culturally developed bodies of knowledge, skills and assets essential for household or individual functioning, well-being and cultural ways of interacting. It is argued that by integrating funds of knowledge into classroom activities, a richer and more highly scaffolded learning experience for students is created.
Published in Chapter: Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom; From: Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
Full Text Chapter Download: US $37.50 Add to Cart
Chapter 7
Fostering Pre-Service ESOL Teacher Candidates' Advocacy Through the Funds of Knowledge Approach
The cultural and linguistic abilities, aptitudes, capabilities, resources, skills, and talents people possess and utilize to function in and make sense of the world.
Published in Chapter: Fostering Pre-Service ESOL Teacher Candidates' Advocacy Through the Funds of Knowledge Approach; From: Supporting Activist Practices in Education
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Chapter 7
School Home Interactive Curriculum Development: Teachers and Families in Partnership
1. The idea that all people and communities have valuable knowledge. 2. A specific method of researching community knowledge to enrich the school curriculum, developed by Moll et al.
Published in Chapter: School Home Interactive Curriculum Development: Teachers and Families in Partnership; From: Handbook of Research on Effective Communication in Culturally Diverse Classrooms
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Chapter 6
The Value of Service-Learning in L2 Teacher Preparation: Engaging in Diverse Contexts
Historically accumulated and culturally developed bodies of knowledge and skills that students have that are essential for household or individual functioning and wellbeing.
Published in Chapter: The Value of Service-Learning in L2 Teacher Preparation: Engaging in Diverse Contexts; From: Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
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Chapter 4
Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices
Prior experiences that represent cultural and language that is important for the learner to be able to connect to new concepts.
Published in Chapter: Developing a Community of Learners From Culturally and Linguistically Diverse Backgrounds With Social Justice and Inclusive Critical Literacy Practices; From: Designing Culturally Competent Programming for PK-20 Classrooms
Full Text Chapter Download: US $37.50 Add to Cart
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