Designing an Educational Project from the Community Funds of Knowledge and Identity Approach: Integrating Hybrid Methods and Local Knowledge

Abstract

The funds of knowledge approach was originally developed at the end of the 1980s. More recently, funds of knowledge and identity approaches have been broadened further to encompass community funds of knowledge and identity, recognizing the broader socio-cultural and environmental resources available to students (Esteban-Guitart et al., 2022). Specifically, the focus is on a hybrid Catalonia-Chile project, exploring activities carried out by teachers, the neighborhood and researchers, around a wetland area located near a school in Chile. This chapter will provide a detailed account of the different processes followed in order to implement the project, including: coordination of the motor group, co-design of the pedagogical activities, evaluation activities and the use of technology as a tool to codesign and coordinate pedagogical work. The socio-educational project included knowledge assessments conducted before and after the intervention to measure improvements in student learning.