Drawing on Dynamic Local Knowledge Through Student-Generated Photography

Abstract

In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students’ dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors’ findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students’ lived experiences.

Additional information

Notes on contributors

Marilee Coles-Ritchie

Marilee Coles-Ritchie is an associate professor at Westminster College in Salt Lake City, Utah. Her research centers on critical qualitative action research, quality education for English learners, and indigenous education.

Bayley Monson

Bayley Monson, a sixth grade teacher at a Title I school in Salt Lake City, Utah, has her M.Ed. with an emphasis in TESL from Westminster College. She is continually researching ways to improve schooling for English learners in her diverse school.

Catherine Moses

Catherine Moses is a Yup’ik bilingual teacher in Nelson Island School, Toksook Bay, Alaska. She is currently a PhD candidate at the University of Alaska Fairbanks researching indigenous bilingual education and technology through a participant action research lens.