320
Views
3
CrossRef citations to date
0
Altmetric
Articles

Funds of knowledge mentors: Partnering with Latinx youth to incite dispositional shifts in teacher preparation

ORCID Icon &

References

  • Adichie, C. N. (2009). The danger of a single story [Video file]. Retrieved from https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en
  • Au, K. H. (1993). Literacy instruction in multicultural settings. Belmont, CA: Wadsworth.
  • Aud, S., Fox, M. A., & Kewalramani, A. (2010). Status and trends in the education of racial and ethnic groups. National Center for Education Statistics. Retrieved from nces.ed.gov/pubs2010/2010015.pdf
  • Auerbach, S. (2011). Learning from Latino families. Educational Leadership, 68(8), 16–21.
  • Avineri, N., Johnson, E. J., Brice-Heath, S., McCarty, T., Ochs, E., Kremer-Sadlik, T., ... Paris, D. (2015). Invited forum: Bridging the “language gap”. Journal of Linguistic Anthropology, 25(1), 66–86.
  • Barton, A. C., & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50–73. doi:10.1002/tea.v46:1
  • Basu, S. J., & Barton, A. C. (2007). Developing a sustained interest in science among urban minority youth. Journal of Research in Science Teaching, 44(3), 466–489. doi:10.1002/(ISSN)1098-2736
  • Bourdieu, P. (1999). Structures, habitus, practices. In A. Elliot (Ed.), Contemporary social theory (pp. 107–118). Malden, MA: Blackwell.
  • Bourdieu, P. (2004). Outline of a theory of practice. New York, NY: Cambridge University Press.
  • Buck, P., & Sylvester, P. S. (2005). Preservice teachers enter urban communities: Coupling funds of knowledge research and critical pedagogy in teacher education. In N. González, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 213–232). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Coles-Ritchie, M., & Walkie, C. (2011). Indigenizing assessment using community funds of knowledge: A critical action research study. Journal of American Indian Education, 50(3), 26–41.
  • Cowan, K. (2010). New teachers and the culture gap. Harvard Education Letter, 26(5). Retrieved from http://hepg.org/hel-home/issues/26_5/helarticle/new-teachers-and-the-culture-gap_478
  • Cremin, T., Mottram, M., Collins, F., Powell, S., & Drury, R. (2012). Building communities: Teachers researching literacy lives. Improving Schools, 15(2), 101–115. doi:10.1177/1365480212450233
  • Dworin, J. E. (2006). The family stories project: Using funds of knowledge for writing. The Reading Teacher, 59(6), 510–520. doi:10.1598/RT.59.6.1
  • Feistritzer, C. E. (2011). Profile of teachers in the U.S. 2011. National Center for Education Information. Retrieved from http://www.edweek.org/media/pot2011final-blog.pdf
  • Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational resesarch: An introduction. New York, NY: Allyn and Bacon.
  • Gallo, S., & Link, H. (2015). “Diles la verdad”: Deportation policies, politicized funds of knowledge, and schooling in middle childhood. Harvard Educational Review, 85(3), 357–382. doi:10.17763/0017-8055.85.3.357
  • Gándara, P., & Contreras, F. (2009). The Latino education crisis. Cambridge, MA: Harvard University Press.
  • Ghiaciuc, S, McIntyre, E, Kyle, D, & Sutherland, M. (2006). Conflicts and challenges of educators', students' and families' education goals. Journal Of Urban Learning, Teaching, and Research, 2, 1–19.
  • González, N. (2005). Beyond culture: The hybridity of funds of knowledge. In N. González, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 29–46). Mahwah, NJ: Lawrence Erlbaum Associates.
  • González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. New York, NY: Cambridge University Press.
  • Henderson, D., & Zipin, L. (2010). Bringing clay to life: Developing student literacy through clay animation artwork to tell life-based stories. In B. Prosser, B. Lucas, & A. Reid (Eds.), Connecting lives and learning: Renewing pedagogy in the middle years (pp. 20–39). Adelaide, South Australia: Wakefield Press.
  • Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27, 666–677. doi:10.1016/j.tate.2010.11.005
  • Hughes, M., & Pollard, A. (2006). Home–School knowledge exchange in context. Educational Review, 58(4), 385–395. doi:10.1080/00131910600971784
  • Johnson, E. J. (2014). From the classroom to the living room: Eroding academic inequities through home visits. Journal of School Leadership, 24(2), 357–385.
  • Johnson, E. J., & Johnson, A. B. (2016). Enhancing academic investment through home-school connections. Journal of Language & Literacy Education, 12(1), 104–121.
  • Johnson, E. J, & Johnson, D. C. (2015). Language policy in arizona and washington state. International Journal Of Bilingual Education and Bilingualism, 18(1), 92–112. doi:10.1080/13670050.2014.882288
  • Johnson, E. J. (2015). Debunking the “language gap”. Journal for Multicultural Education, 9(1), 42-50. doi:10.1108/JME-12-2014-0044
  • Jones, S. (2004). Living poverty and literacy learning: sanctioning topics of students' lives. Language Arts, 81(6), 461–469.
  • Kim, Y. M. (2011). Minorities in higher education. Retrieved from http://www.acenet.edu/AM/Template.cfm?Section=Programs_and_Services&ContentID=42587
  • Kurtyka, F. (2010). “The expression of wise others”: Using students' views of academic discourse to talk about social justice. Teaching English in The Two-Year College, 38(1), 47–60.
  • Kyle, D. W., McIntyre, E., Miller, K. B., & Moore, G. H. (2005). Family connections: A basis for teacher reflection and instructional improvement. The School Community Journal, 15(1), 29–50.
  • Migrant Policy Institute. (2014). Largest U.S. immigrant groups over time, 1960 present. Retrieved from http://www.migrationpolicy.org/programs/data-hub/charts/largest-immigrant-groups-over-time
  • National Center for Education Statistics. (2014). The condition of education: Status dropout rates. Retrieved from http://nces.ed.gov/programs/coe/indicator_coj.asp
  • National Center for Educational Statistics. (2017). Status and trends in the education of racial and ethnic groups. Retrieved from https://nces.ed.gov/programs/raceindicators/indicator_rbb.asp
  • Nelson, S. W., & Guerra, P. L. (2011). The bridge between cultures runs in both directions. Journal of Staff Development, 32(5), 57–58.
  • Office of Superintendent of Public Instruction Washington State Report Card. 2015. Retrieved from http://reportcard.ospi.k12.wa.us
  • Olmedo, I. M. (2004). Raising transnational issues in a multicultural curriculum project. Urban Education, 39(3), 241–265. doi:10.1177/0042085904263061
  • Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. doi:10.17763/haer.84.1.982l873k2ht16m77
  • Rodriguez, G. (2013). Power and agency in education: Exploring the pedagogical dimensions of funds of knowledge. Review of Research in Education, 37(1), 87–120. doi:10.3102/0091732X12462686
  • Santiago, D. A., Galdeano, E. C., & Taylor, M. (2015). The condition of Latinos in education: 2015 factbook. Excelencia in Education. Retrieved from http://www.edexcelencia.org/research/2015-factbook
  • Smythe, S., & Toohey, K. (2009). Investigating sociohistorical contexts and practices through a community scan: A Canadian Punjabi-Sikh example. Language and Education, 23(1), 37–57. doi:10.1080/09500780802152887
  • Sugarman, S. (2010). Seeing past the fences: Finding funds of knowledge for ethical teaching. The New Educator, 6, 96–117. doi:10.1080/1547688X.2010.10399592
  • Upadhyay, B. R. (2005). Using students’ lived experiences in an urban science classroom: An elementary school teacher’s thinking. Science Education, 90(1), 94–110. doi:10.1002/sce.20095
  • Vélez-Ibáñez, C. G., & Greenberg, J. B. (1992). Formation and transformation of funds of knowledge among U.S. Mexican households. Anthropology & Education Quarterly, 23(4), 313–335. doi:10.1525/aeq.1992.23.4.05x1582v
  • Watson, C. (2007). Small stories, positioning analysis, and the doing of professional identities in learning to teach. Narrative Inquiry, 17, 371–389. doi:10.1075/ni.17.2
  • Zipin, L. (2009). Dark funds of knowledge, deep funds of pedagogy: Exploring boundaries between lifeworlds and schools. Discourse: Studies in the Cultural Politics of Education, 30(3), 317–331.
  • Zipin, L. (2013). Engaging middle years learners by making their communities curricular: A funds of knowledge approach. Curriculum Perspectives, 33(3), 1–12.
  • Zipin, L., Sellar, S., Brennan, M., & Gale, T. (2015). Educating for futures in marginalized regions: A sociological framework for rethinking and researching aspirations. Educational Philosophy and Theory, 47(3), 227–246. doi:10.1080/00131857.2013.839376

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.