funds of knowledge essay

The Funds of Knowledge Approach Essay

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The shift in the demographic of contemporary social challenges the educational systems’ capacity to meet the educational needs of a diverse population within one teaching framework. Multiple theories and approaches are being implemented to address the requirements and needs of diverse populations of college students. However, cultural diversity often omits the needs of undocumented immigrants and their families, who face significantly more difficulties when pursuing education. In this regard, the mere application of the Critical Theory of Love would not suffice since students’ different backgrounds need to be incorporated into the educational approach to validate the experiences and worldviews inherent in each student’s life. Therefore, the introduction to the Funds of Knowledge theoretical framework as a substantial part of the guiding framework will allow for ensuring cultural sensitivity and the recognition of students’ unique backgrounds, thus providing them with needed support and encouraging a learning environment.

Immigrant students are a growing population in the United States that fails to receive sensitive and competent support in terms of educational opportunities. According to Witenstein and Niese (2020), since the number of such students grows and their ethnic, racial, and cultural diversity intensifies, it is imperative to address the differences and use them for students’ benefits. Indeed, the scholars state that “it is critical to shift the focus toward privileging their acute and routine experiences in concert with their diverse knowledge on U.S. college campuses” (Witenstein & Niese, 2020, p. 2). This assumption is inherently connected with the experiences obtained by the immigrant students prior to entering college education, which validates the application of the theory of Funds of Knowledge.

The theory of Funds of Knowledge is a relatively new approach that has shifted the direction of U.S. education toward diversification and cultural sensitivity. Being introduced several decades ago, this theory is commonly perceived as a basis for “sociocultural orientation in education that seeks to build strategically on the experiences, resources, and knowledge of families and children, especially those from low-income neighborhoods” (Kiyama & Rios-Aguilar, 2017, p. 1). However, when applied to the immigrant college population, the framework allows for attributing cultural diversity to the classroom benefits. Indeed, the benefits of this framework allow for justifying its application to outreach programs for college career centers since this concept has been effective in other educational settings.

In particular, elementary schools significantly benefit from Funds of Knowledge use as the basis for home-school relationships improvement. The early introduction of the Funds of Knowledge approach to the educational system allows for reinforcing students’ learning motivation and capacity, as well as encourages them to use their uniqueness to their advantage when pursuing their future careers (Kiyama, 2011). According to Kiyama (2011), “incorporating parents into outreach programs can be done in a variety of ways: through personalized information focusing on steps in the pathway to college; expansion of families’ social networks related to college options to include educators, alumni, and families like themselves; reinforcement of parents’ sense of self-efficacy; and gathering with other families for support and fellowship” (p. 24). Thus, the variety of methods that derive from the Funds of Knowledge framework allows for a multitude of advanced educational practices to be applied.

Another pivotal aspect of Funds of Knowledge and their importance in the education of immigrant students is the prioritization of humanization and preserving the personhood and dignity of individuals. This idea is based on the above mentioned assumption concerning the usage of immigrant students’ uniqueness as their advantage. Indeed, through Funds of Knowledge, “teachers can easily create an environment that fits the school curriculum while capitalizing on community resources” (Maitra, 2017, p. 95). Integrating learners’ first language, their traditions, background knowledge, beliefs, and family customs might serve as a powerful attribute in educating immigrant students as individuals with an extensive and rich experience. This experience should be used by them as a basis for seeking advanced career paths.

Moreover, this approach might benefit the classroom environment as a whole since it bridges the gap in students’ awareness of other cultures and diversity as a whole. According to Llopart and Esteban-Guitart (2018), Funds of Knowledge allow for acknowledging cultural differences and eliminate discrimination based on unawareness and unintelligence. The scholars state that Funds of Knowledge should be used “to challenge the deficit thinking prevalent in education and the racist policies that misunderstand the inherent complexities of migrant people” in order to dispose of the “variety of skills, knowledge, and competencies forged in their working lives and community history” (Llopart & Esteban-Guitart, 2018, p. 146). Thus, the application of Funds of Knowledge as a substantial integrative part of the guiding framework would be beneficial.

Conclusively, the Funds of Knowledge theory is a valuable approach to address the educational needs of immigrant students in the context of college career center development. The integration of this theory in conjunction with the Critical Theory of Love would allow for addressing the multitude of cultural and experiential particularities of immigrant students. Ultimately, the development of educational systems based on these two approaches would help to prioritize the benefits and advantages of migrants’ diverse backgrounds to empower them to pursue advanced career paths.

Kiyama, J. M. (2011). Family lessons and funds of knowledge: College-going paths in Mexican American families. Journal of Latinos and Education, 10 (1), 23-42.

Kiyama, J. M., & Rios-Aguilar, C. (Eds.). (2017). Funds of knowledge in higher education: Honoring students’ cultural experiences and resources as strengths . Routledge.

Llopart, M., & Esteban-Guitart, M. (2018). Funds of knowledge in 21st century societies: Inclusive educational practices for under-represented students. A literature review. Journal of Curriculum Studies, 50 (2), 145-161.

Maitra, D. (2017). Funds of knowledge: An underrated tool for school literacy and student engagement. International Journal of Society, Culture & Language, 5 (1), 94-102.

Witenstein, M. A., & Niese, M. (2020). Applying guiding principles to resist erasure of immigrant community college students in an ever-changing climate through a Critical Theory of Love. Journal of Applied Research in the Community College, 27 (1), 1-10.

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preschool activities, preschool crafts, and preschool books.

February 11, 2018 | 10 Comments

How To Use Funds Of Knowledge in your Classroom and Create Better Connections

Building connections with your students and their families aren’t always at the top of your teaching to-do list, but it must be. Children with strong home-to-school connections thrive at school, and as preschool teachers, we can lay the foundation for a positive school experience for our students by making this a priority. Using the Funds of Knowledge framework is a great place to start this process.

What are Funds of Knowledge?

Funds of Knowledge are collections of knowledge based on cultural practices that are a part of families’ inner culture, work experience, or their daily routine. It is the knowledge and expertise that students and their family members have because of their roles in their families, communities, and culture.

Funds of Knowledge can include learning how to make Gnocchi from scratch or keep score at a curling match. It could be quilting or spinning wool into yarn. It could be how to fix a car, care for a crying baby, or prepare a Seder. What makes using these Funds of Knowledge so powerful is that it is culturally relevant to students.  It brings more diversity into your classroom for students that don’t relate culturally. It offers teachers a chance to become researchers of their students’ lives.  This allows us to better connect with our students’ home cultures and ultimately act as a bridge when needed. And it creates a deeper connection to learning materials and classroom activities for our students.

As teachers, seeking out these Funds of Knowledge offers us a chance to see a more complex view of the families we serve and develop deeper relationships with them, which can be harder to do when working cross-culturally but brings great benefits to the students and our teaching practice.

This concept was developed by educational researchers Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez. You can read more about the development of this concept and the research that went into it here. 

Who Has Funds of Knowledge?

Every member of the school community. Your students, co-workers, and students’ families.

How Can I Incorporate Funds Of Knowledge Into My Early Childhood Classroom?

The study linked above gives a wonderful example of how a teacher used one child’s summer experience in Mexico to teach the class about candy making. It is clear, however, that these weren’t preschoolers they were teaching. For our purposes, I will simplify the concept for practical use in early childhood. In an early childhood education class, this is how I would suggest implementing a Funds of Knowledge approach:

• If possible, make home visits. I know that home visits are not possible for many of you. I have heard from so many teachers that visits are not permitted for one reason or another. If you are not able to, have parent nights where only a limited number of parents come. Then repeat the process with options for daytime and nighttime meetings if possible. This will make it more accessible for parents who work shift work or who can not get childcare. Use these meetings to get to know the parents.
• Invite parents/ caregivers into your classroom to share their talents and expertise. This can be hard because parents often do not believe they have any. This is where knowing the parents helps. You know that one mom is a firefighter; ask her to come in and talk about fire safety. You know, one dad makes the best cookies; ask him to make them with the children. Most parents will come in if you ask. The worst they can say is no.

• Be open to students who want to share their Funds of Knowledge as well. Many in our age group (2-5) may not be interested, but allowing children to share has great benefits like building confidence. It offers them a chance to shine and share something significant with their peers and teachers. Some children, especially those in underrepresented groups, may not often feel seen.
• Use the knowledge you have gathered to create culturally relevant experiences for your students. You don’t have to rely on classroom visitors to do this.
• Build on these connections in your classroom over and over again. At the playdough table, then talk about making those special cookies with Hailey’s dad. When you are scooping out beans in the sensory bin, talk about cooking beans with Jaden’s mom… keep it going!
• Use the knowledge you learn from the families both with visits/ parent meetings and when they come in to share as a tool for connecting with their child. Remember those small significant bits of knowledge about each student’s family, of course, allow you to better connect with each one of your students. Of course, understanding where your students, even very young ones, are coming from changes how we teach.

In this post, I’ve simplified the approach coined by Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez for you to break it down for an early childhood environment. The overall goal is for the teacher to learn from the student and family, connect, and then use that knowledge to create a more authentic learning environment for the child and the class as a whole.

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10 Comments

Yonten Dema says

January 5, 2019 at 9:51 am

Thank you for sharing such effective information about funds of knowledge.

October 19, 2020 at 7:15 am

I would love to quote this piece in my assignment however, I am not sure who wrote it. Please help 🙂

Allison McDonald says

October 19, 2020 at 10:10 am

I wrote it – Allison McDonald

July 27, 2021 at 6:28 am

I would like to quote this as well. Is this article and definition of Funds of Knowledge right from your book, Everyday Preschool?

July 27, 2021 at 7:25 pm

No – if you want to quote this you will need to use the format for citation of a blog post, and cite this post.

Claudia Cervantes-Soon says

April 26, 2022 at 1:58 pm

Please make sure you cite the researchers who coined the notion of “funds of knowledge” otherwise you seem to be taking credit for this concept, which is unethical and I don’t think is your intention. Here is a reference you can include:

González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.

April 26, 2022 at 2:47 pm

I absolutely agree and in no way am trying to imply this is my notion, as you can see – I do cite the authors in the body of my post. In the section copied here:

“This concept was developed by educational researchers Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez. You can read more about the development of this concept and the research that went into it here.” With a link to source materials. https://www.tandfonline.com/doi/abs/10.1080/00405849209543534?journalCode=htip20

I repeat it at the end of the post as well. I feel as though it is very clear to readers that I am not trying to take ownership of it. I do recognize it is not a formal citation, as this blog is obviously not a formal academic journal.

[…] can help students tap into their funds of knowledge, which initiates student agency. The article “How to use funds of knowledge in your classroom and create better connections” defines funds of knowledge as “collections of knowledge based in cultural practices that are a […]

[…] situation we’re in and that as teachers we need to accept and embrace our students’ whole identities, the second step is figuring out how to teach in an inclusive manner. Many teachers are already […]

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Innovations in Science Teacher Education

From Theory to Practice: Funds of Knowledge as a Framework for Science Teaching and Learning

The phrase "funds of knowledge" refers to a contemporary science education research framework that provides a unique way of understanding and leveraging student diversity. Students’ funds of knowledge can be understood as the social relationships through which they have access to significant knowledge and expertise (e.g., family practices, peer activities, issues faced in neighborhoods and communities). This distributed knowledge is a valuable resource that might enhance science teaching and learning in schools when used properly. This article aims to assist science methods instructors and secondary classroom teachers to better understand funds of knowledge theory and to provide numerous examples and resources for what this theory might look like in practice.

Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.

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Aschbacher, P. R., Li, E., & Roth, E. J. (2010). Is science me? High school students’ identities, participation and aspirations in science, engineering, and medicine. Journal of Research in Science Teaching , 47 (5), 564–582. https://doi.org/10.1002/tea.20353

Barton, A. C. (with Ermer, J. L., Burkett, T. A., & Osborne, M. D.). (2003). Teaching science for social justice . Teachers College Press.

Bhabha, H. (1994). The location of space . Routledge.

Bian, L., Leslie, S.-J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science , 355 (6323), 389–391. https://doi.org/10.1126/science.aah6524

Chambers, D. W. (1983). Stereotypic images of the scientist: The Draw‐a‐Scientist Test. Science Education , 67 (2), 255–265. https://doi.org/10.1002/sce.3730670213

Ciechanowski, K., Bottoms, S., Fonseca, A. L., & St. Clair, T. (2015). Should Rey Mysterio drink Gatorade? Cultural competence in afterschool STEM programming. Afterschool Matters , 21 , 29–37. http://www.niost.org/images/afterschoolmatters/asm_2015_spring/Rey_Mysterio.pdf

Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math–gender stereotypes in elementary school children. Child Development , 82 (3), 766–779. https://doi.org/10.1111/j.1467-8624.2010.01529.x

Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly , 39 (1), 38–70. https://doi.org/10.1598/RRQ.39.1.4

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice , 31 (2), 132–141. https://doi.org/10.1080/00405849209543534

Saifer, S., Edwards, K., Ellis, D., Ko, L., & Stuczynski, A. (2011). Culturally responsive standards-based teaching: Classroom to community and back (2nd ed.). Corwin Press.

Whitworth, B. A., & Bell, R. L. (2013). Physics portfolios: A picture of student understanding. The Science Teacher , 80 (8), 38–43. https://doi.org/10.2505/4/tst13_080_08_38

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The Funds of Knowledge approach

The approach known as funds of knowledge (or FoK) originated in Tucson, Arizona, in the early 1980s. The project was aimed at countering what was described as deficit thinking in education; i.e., the idea that low school performance among underrepresented students was caused by underlying linguistic, economic and cultural limitations (González, Moll & Amanti, 2005).

The original authors of this approach, known as the “Tucson academics” (Hogg, 2011, p. 669), put forward their ideas with the purpose of contributing to the educational reform of public schools that serve US-Mexican populations in the southwestern United States (Gonzalez, Moll & Amanti, 2005; Velez-Ibanez & Greenberg, 1992).

In order to challenge the deficit thinking prevalent in education and the racist policies that misunderstand the inherent complexities of migrant people, it was argued that the households of students of Mexican origin living in Tucson did, in fact, have at their disposal a wide variety of skills, knowledge and competencies forged in their working lives and community history (Moll, Amanti, Neff & González, 1992). However, these intellectual and educational resources were essentially invisible in school practice and curricular structure due to asymmetric power relationships (Rodriguez, 2013). Therefore, school performance could be improved by having teachers visit the families of some of their students, identify their skills and knowledge and incorporate them into educational practice.

The idea involves an educational policy and concept which, by recognizing and legitimizing the lifestyles involved in the cultural practices of the students’ families, is expected to create relationships of “confianza” (mutual trust) between teachers and families in order to: a) build bridges of cooperation that can diminish the prejudices and stereotypes between the two contexts of activity (González & Moll, 2002) and b) link school curricula and educational practice to the lifestyles of students (McIntyre, Rosebery & González 2001).

The concept

The funds of knowledge (FoK) concept originated with the seminal works by Vélez-Ibáñez (1983) on U.S. Mexican households and their social and economic systems of interchange. Vélez-Ibáñez, together with Greenberg, were the first to propose the notion of FoK, in the context of the study into the forms and strategies that allowed immigrant families to survive and further their personal development in the United States. They understood the term to mean the “specific strategic bodies of essential information that households need to maintain their well-being.” (Velez-Ibanez & Greenberg, 1992, p. 314). However, the definition of FoK most-widely used in the literature (Hogg, 2011) is the one provided by Moll, Amanti, Neff & González (1992): “These historically-accumulated and culturally-developed bodies of knowledge and skills essential for household or individual functioning and well-being” (p. 133).

The background

The first study to explore the educational potential of the funds of knowledge approach was the “Community Literacy Project”, initiated in 1988 (González, 1995). The main goal of this project was to help teachers to design new forms of education based on the literacy practices and funds of knowledge of the documented households.

After this experience, a pilot FoK study was initiated in 1990-91, with 10 teachers from three schools (González, 1995). The premise and the findings of the “Funds of Knowledge for Teaching Project” was the same as in the “Community Literacy Project” and in all the sister projects, such as the subsequent project BRIDGE (González, Andrade, Civil & Moll, 2001), namely, that the educational process can be greatly enhanced when teachers learn about their students’ households and their everyday lives (González, 1995).

In other words, low-income Latino families and communities have linguistic and cultural resources that can be employed to support children’s learning in school. Teachers can strategically connect the curriculum to these rich, culturally-based, out-of-school activities ranging from tasks involved in gardening and house construction to the commercial transactions taking place at “swap meets” (González, Moll & Amanti, 2005; McIntyre, Rosebery & González, 2001). For example, McIntyre, Swazy & Greer (2001) described how two teachers made visits to the homes of their students in rural Kentucky to better understand their particular funds of knowledge. As a result of these visits, the two teachers designed a series of reading, writing, and mathematics lessons around a major annual school event: the “Agricultural Field Day”. They connected the curriculum to students’ lives by uncovering the students’ and families’ extensive knowledge and abilities of farming (e.g., growth rates of various plants).

What is meant by culture?

It is important to note here that culture is understood to refer to socio-cultural practices, what people do (and the experiences associated with these practices), how people perceive what they do. Consequently, rather than assuming a static, homogeneous conception of culture (Japanese culture, corporate culture, and so on), the approach acknowledges the hybrid nature of culture (González, 1995). In other words, the focus is not on shared culture, but rather on families’ practices and lived experiences. It is a processual approach that focuses on the processes of everyday life, in the form of daily activities, as a frame of reference. These daily activities are a manifestation of particular historically accumulated funds of knowledge that households possess. Instead of representations of an essentialized group (Islamic culture, Mexican culture), household practices are viewed as dynamic, emergent, and interactional (González, Moll & Amanti, 2005). Hence the need to carry out an ethnographic analysis, i.e., to visit the homes of families in order to document the practices and life contexts through which each family’s particular abilities, skills and knowledge emerge (González, 1995).

The objective of the funds of knowledge approach is threefold: first, to improve the academic performance of those students considered underrepresented due to low income, racial/ethnic minority status, foreign origin, low fluency in English or being first-generation college students (Rios-Aguilar, Kiyama, Gravitt & Moll, 2011); second, to improve relations between teachers and families by creating ties of “confianza” (mutual trust) and third, to carry out curricular and instructional innovations by incorporating their funds of knowledge and their articulation within the curriculum and school practice.

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Understanding and Incorporating Families’ Funds of Knowledge in the Classroom

This toolkit offers some historical perspective on the uses of Funds of Knowledge in education, and provides a Funds of Knowledge Inventory Matrix and other tools for teachers to use.

“A student’s funds of knowledge can be described as: academic and personal background knowledge, accumulated life experiences, skills and knowledge used to navigate everyday social contexts, and world views structured by broader historically and politically influenced social forces…

There are many ways for educators to identify their students’ funds of knowledge. Many teachers apply strategies that can be done in class that involve having the students write essays about their backgrounds, do presentations about their interests, or create projects that represent their family heritage. Those types of assignments are very meaningful and help teachers learn a lot about their students. That said, much more can be learned about students by engaging with them and their families outside of the classroom. By visiting with families during home or community visits, teachers can gain a much wider understanding of their students’ funds of knowledge. One strategy that can help teachers connect their students’ funds of knowledge to classroom content is to take note of specific experiences their students have had and/or the different home or community practices in which their students are involved. Once particular practices and experiences are noted (e.g., having immigrated from another country), teachers can categorize them in terms of funds of knowledge categories (e.g., geography and/or politics). Once teachers have this information recorded, they can brainstorm potential classroom applications (e.g., designing a social studies unit around immigration policies, or a math lesson around immigration demographic data).” – Washington’s Office of the Superintendent of Public Instruction, Funds of Knowledge Toolkit

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Funds of Knowledge: An Underrated Tool for School Literacy and Student Engagement

This chief aim of this paper is to explore the concept of Funds of Knowledge (FOK) in relation to Cultural Historical Activity Theory (CHAT). This study unveils the basic tenets of FOK from the lens of activity theory and analyzes pertinent discoveries, key concepts, and scholars' arguments relating to FOK and literacy development over time. The major purpose of this study is to expand the perspective of FOK and make an argument that cultural identity has a great potential to promote school literacy. The literature review done on some education journals explicitly reveals that FOK is a concept embedded in one's cultural identity, and that the various aspects of cultural identity – such as ethnicity, language, and customs – are all linked to student engagement. This article illuminates the diverse cultural resources of different ethnic groups and proposes that academic institutions connect those resources with education.

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Funds of Knowledge

 Funds of Knowledge

Dr Sabine Little and Dr Liz Chesworth

University of Sheffield, UK

You can download this essay as a pdf here:

MLM_Funds-of-Knowledge

Introduction

Schools teach according to a curriculum, and, depending on the country, this curriculum is shaped either at national, regional, or local level. The aim of the curriculum is to arrive at some level of parity, to be able to rationalise and compare data across cohorts, and to create equal opportunities for children within the education system.

The notion of a ‘curriculum’ has long been problematized. Kelly (2004), for example, points out that, when we talk about ‘the curriculum’, we actually mean the ‘educational curriculum’, i.e. that the concern is never just what is covered, but also why it is covered, from an education perspective. He furthermore explores the holistic perspective of a ‘total curriculum’, making sure that individual subjects are not seen as being in isolation, but contributing to a learner’s overall experience. Finally, the ‘hidden curriculum’ covers aspects that may not officially feature in a school’s curriculum, but nevertheless is considered an important aspect of educating young people, such as encouraging social responsibility and a moral code.

When we consider the curriculum, it is important to be critical of it – who decides what should be learned? Who decides what is important? Broadfoot (1996) warns that the way we design and assess the curriculum imposes norms which may not necessarily be appropriate for all children. The curriculum is designed on a deficit model, meaning that it is constantly defined by those who do not meet certain criteria. Language such as ‘narrowing the gap’ and references to ‘problematic’ backgrounds drives home that there is a specific way to be successful. If a child who is constantly being defined by what they cannot do, this raises important questions about their perceptions of self and identity (Reay and Wiliam, 1999).

The concept of funds of knowledge acknowledges the potential associated with knowledge that arises from pupils’ active participation in multi-generational household and/or community activities. Pupils do not arrive in the classroom as blank slates, and they do not arrive with only their prior school learning. Funds of knowledge theory argues that ‘instruction should be linked to students’ lives, and the details of effective pedagogy should be linked to local histories and community contexts’ (Gonzalez, Moll and Amanti, 2005, p. ix). Households are ‘repositories of knowledge’ (Gonzalez, 2005, p. 26), and these forms of knowledge can be transferred to school contexts, thus affording opportunities to bridge the space between pupils’ lifeworlds and school.

Social Development Theory

Teaching through a funds of knowledge approach is more involved than celebrating diversity in the classroom, and, in fact, Grace (2008) warns that through simply ‘celebrating cultural differences, stereotypes may actually be reinforced rather than diminished’ (Grace 2008, p. 137). Funds of knowledge theory has its origin in Vygotsky’s (1978, 1980) Social Development Theory, which is built on three concepts: social interaction, the more knowledgeable other, and the Zone of Proximal Development. Together, these principles argue for a social approach to learning, where there exists a kind of apprenticeship, enabling children to bring their own experiences into the classroom and to explore and build on them in a way that acknowledges them as individuals, with individual funds of knowledge.

Learning Connected to Communities

When we seek to apply funds of knowledge, we arrive at a curriculum which seeks to connect homes, classrooms and communities – and since homes, classrooms and communities are distinctly different, it would make sense that the curriculum, too, would differ.

We should pay greater attention to providing teachers with opportunities to learn how to incorporate the funds of knowledge from their students’ households into learning modules that approximate the total reality of the population. (Velez-Ibanez and Greenberg, 2005, p. 67)

Funds of knowledge are concerned with making learning ‘real’, and to get out of the existing deficit model. Having said that, funds of knowledge does not mean that certain communities would never enter higher education, or meet standardised assessment criteria. The point is to pay attention to the journey, rather than just measure the shortcomings against the destination. Moje et al (2004) argue for a ‘Third Space’, a conceptual space that bridges the space between marginalised funds of knowledge and academic knowledge. In this space, different discourses between home and school contexts are explored, and everyday knowledge is integrated with academic learning to create new ways of knowing.

Problematising Funds of Knowledge

Zipin (2009) points out that working with children’s funds of knowledge does not necessarily mean that these funds of knowledge are inherently positive. A classroom which necessarily includes multiple funds of knowledge from different children means that teachers must be aware of ways in which these funds of knowledge may interact, and the time it takes to work with each child on a funds of knowledge-based approach undoubtedly has an impact on teachers’ workload. Finally, it may well still be true that certain funds of knowledge are considered to be ‘worth more’ than others, which again raises questions on equitability.

The funds of knowledge approach builds on a social development and learning theory, arguing for an acknowledgement of children’s home and community experiences, and exploring how teachers and schools may use these funds of knowledge to help individual children to create personalised ways of knowing. Issues undoubtedly exist in terms of equitability and workload, but the approach offers a critical lens for curriculum development, helping teachers to understand ‘where the learners are coming from’.

Broadfoot, P.M. (1996). Education, Assessment and Society: a sociological analysis . Buckingham, Open University Press.

Gonzalez, N., (2005). Beyond Culture: The hybridity of Funds of Knowledge. Gonzalez, N., Moll, L. and Amanti, C. (Eds.) Funds of Knowledge. Theorizing practices in households, communities and classrooms. London: Routledge.

Gonzalez, N., Moll, L. and Amanti, C.  (2005). Preface. Gonzalez, N., Moll, L. and Amanti, C. (Eds.) Funds of Knowledge. Theorizing practices in households, communities and classrooms. London: Routledge.

Grace, D.J. (2008). Interpreting Children’s Constructions of their Ethnicity. Contemporary Issues in Early Childhood, 9(2), p131-147.  

Kelly, A. V. (2004). The Curriculum: Theory and Practice . London: Sage.

Moje, E.B., Ciechanowski, K.M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse. Reading Research Quarterly , 39(1), p.38–70.

Reay, D. and Wiliam, D. (1999). 'I'll Be a Nothing': Structure, Agency and the Construction of Identity through Assessment. British Educational Research Journal , Vol. 25, No. 3 (Jun., 1999), p. 343-354.

Velez-Ibanez, C. and Greenberg, J. (2005). Formation and Transformation of Funds of Knowledge, in Gonzalez, N., Moll, L. and Amanti, C. (Eds.) Funds of Knowledge. Theorizing practices in households, communities and classrooms, London: Routledge.

Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes . Harvard university press.

Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children , 23(3), p. 34-41.

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), p.317-331.

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Kamala Harris’s Fund-Raising Machine Cranks Into High Gear

Given weeks instead of years to cultivate donors, the vice president’s allies are armed with a new logo and burning up the phones.

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By Theodore Schleifer

Reporting from Washington

• July 25, 2024

The high-dollar fund-raising world is whirring to life for Vice President Kamala Harris after weeks in which Democratic donors were dejected, demoralized and utterly battered.

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Ms. Harris has no time to waste, having taken over the top of the Democratic ticket with just over 100 days to go and without the years of lead time that Mr. Biden had to cultivate major donors, soothe them and coax them to hand over their money. On Friday, Ms. Harris is scheduled to address her National Finance Committee for the first time, according to an invitation seen by The New York Times.

Harris campaign officials spent Tuesday and Wednesday energizing their supporters from Beverly Hills to the Hamptons.

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