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Abstract
The urban school context is rife with descriptors that frame children's lives in deficit ways: “under-prepared,” “below grade level,” “limited English proficient.” In this study, I reframe my perception of the life of one child in my second-grade class to better understand the funds of knowledge he brings to school each day. The data include neighborhood and home visits and interviews and conversations with the student and his parents. Collaborative analysis of these data led me to view this student in the context of his strengths, including his technological skills, his emerging biliteracy, and his parents' investment in education.
Notes
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1Names have been changed.