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Abstract:
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Students from culturally diverse backgrounds possess knowledge (funds of knowledge or cultural capital) which is often not recognized by their teachers and schools. When a student’s prior knowledge is not activated nor utilized within the classroom, his or her performance does not accurately reflect ability or potential. Learning about student community funds of knowledge can assist teachers in developing culturally relevant pedagogical practices which support culturally diverse students in achieving their full potential in school.
This study describes some of the funds of knowledge held by a group of thirteen migrant children, ages 10-13, in a Northern California town. These students took part in a summer school program where the researcher was their teacher. As part of this class, the students produced their own photographs and video recordings related to their community and their community funds of knowledge. The teacher-researcher categorized and analyzed the themes which emerged from these photographs and videos, as well as those which emerged from class writings and discussions. This student produced data was supported by the researcher’s own ethnographic observations as a trusted visitor within the community.
Analysis of this body of data makes apparent that the students in this study possess a wide range of cultural capital. A sample of these funds of knowledge includes academic, practical, social, cultural and behavioral knowledge. The data suggests that the students have ample opportunity to gain new knowledge within their community, and that knowledge appears to be acquired and developed as part of productive social activity. In addition, students were able to apply this knowledge and demonstrate higher level thinking processes when a culturally congruent pedagogy was utilized. These findings support previous research. |
