funds of knowledge essay

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The Funds of Knowledge Approach Essay

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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Funds of knowledge is one way to help educators connect with students and their families. It also allows them to gain a deeper understanding of a child’s cultural traits such as parents’ language, values and beliefs, ways of discipline and the value of education (NCCLR, n.d.). It is vital to find ways to get to know each student and their daily experiences. This can be done by talking with each child and by participating in family and community events. People gain funds of knowledge throughout their daily lived experiences with their family and culture (Lopez, 2013). This is the accumulated amount of knowledge and skills that a person uses in their everyday lives. Funds of knowledge includes home language, family values and traditions, …show more content…

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Funds of knowledge, the book for teachers.

Topic: Teaching Words: 689 Pages: 2 Oct 29th, 2021

The book “Funds of knowledge,” is intended to be useful for teachers and it will help them in formulating a set of courses for the students to make them perform well in their studies. According to researchers Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez (2001), Funds of knowledge means “to refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being” (Lopez, n., What does the term “funds of knowledge” mean, para).

Thus it transpires that the phrase ‘Funds of Knowledge’ refers to collecting information by analyzing it to understand it better. In the above-mentioned book, the author says that teachers must know the personal details of each and every student so as to know their character and problems; and then only teachers can understand the students better and solve the problems they may be facing. If all the students come from the same surroundings and society, it will be easy for the teachers to handle them. However, students may not be coming from the same background and their nature and culture may be different. So, it is the responsibility of the teachers to have close personal rapport with the students’ families to gain necessary information that will help them in molding the students. To achieve this, the teachers should go directly to the student’s homes to meet their parents and other family members and conduct interviews to discuss the performance of students both at home and classroom. This way, the teachers as well as parents can understand the students and resolve the problems they may be encountering. Once the teacher has collected the details of students, they can make use of this information to handle the students in the classroom. Every teacher should acquire proper training and guidance to build up an appropriate understanding of the students.

Thus the author postulates the idea that in order to make education effective, teachers should first of all try to understand the students. “When teachers shed their role of teacher and expert and, instead, take on a new role as learner, they can come to know their students and the families of their students in new and distinct ways.” (Lopez, n., What does the term “funds of knowledge” mean, para).

A teacher cannot understand a student completely from the classroom alone so in order to know the students well the teachers must follow some of these measures.

The teacher should put away his or her identity as a teacher and try to be one among the students. The teacher should try to learn each and every student personally and the information so gleaned from this effort forms the core of ‘the funds of knowledge. Teachers should observe the activities of the students and encourage them to improve in the areas in which they are found wanting.

“Becoming more perceptive and analytic observers enabled teachers to detect aspects of children’s everyday learning experience that could be adapted for use in school.” (Funds of knowledge for teaching, n., Curriculum and instruction, para).

To make a student will in all activities it is not only the responsibility of the teacher but moreover it is the duty of the parents because the parent can able to know their children better than the teacher.

Parents should also pay visits to the school of their children to know about their children’s performance in studies and

other activities and should report if their child is weak in any particular field. A teacher always cannot able to identify the weakness of an individual student and hence it is necessary to meet and discuss with parents. This will help the teacher to pay particular attention to the student who is weak. The teacher never shows any partiality towards the students and they should treat every student as equal without bothering whether a student is good or bad in studies.

‘Funds of knowledge’ represents the teachers as both researchers and learners of the students’ background so as to give better teaching in the classroom as well as helping in the overall development of children.

Funds of knowledge for teaching: Curriculum and instruction. (n.). Archived Information. 2009. Web.

Lopez, J K. (n.). Funds of knowledge: What does the term “funds of knowledge” mean? Learn NC. 2009. Web.

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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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Funds Of Knowledge Essay

Funds of knowledge goes hand in hand with inclusivity. The more you know and understand a students’ life outside of school, the more you can incorporate it into their education to forth bring their best learning abilities. The fundamental element for enabling us to apply the concept in our own teaching strategies is noticing and observing. Funds of knowledge means to engage in a student’s life outside of school in order to fathom skills and knowledge they have assembled from their household and other community resources. Through noticing and observing, we develop innovations in teaching that draw from these skills and knowledge (Moll 2016, p.71). Moll (2016) states, regular classrooms seem encapsulated from the social worlds & resources of …show more content…

This approach drives teachers to really understand and get to know their students, and to build upon a strong teacher -student relationship. In their key improvement strategies, Larburnum (2017) identifies that a learning environment is optimised through quality teaching practices which recognise the importance of the student-teacher relationship. They also place high emphasis on person-centred and family sensitive practice, and partnerships with families and communities. Engaging with families and understanding a child’s attained knowledge outside of school is one of the top priorities, as they recognise the positive effects this approach has on learning and teaching. In a study discussed in Moll’s Funds of Knowledge (2006, p.82-84), a teacher visited one of her students in order to gain greater insight into his life. She discovered that he sold candy in his local neighbourhood, and brainstormed ways she could implement it into her learning module for the upcoming week. The teacher opened up a discussion on candy with her students and worked with them to provide a definition. They were able to practice analytical skills, and grammar knowledge (ACARA,

Goethe’s Statement

Teachers help us expand and open our mind by giving us skills throughout students’ early life to help students when they are older. By learning information from teachers, students become better people, in a couple of ways. Besides inquiring knowledge from their teachers, students learn to work with one another, open their mind to other peoples’ thoughts and ideas, respect one another, and learn different techniques for life’s issues.

The Benefits Of Learning In Funds Of Knowledge By Moll

Most students are not able to share their knowledge, experiences, and assets with educators to guide their own learning, but instead have to learn what curriculum and standards require. Normally, this does not include learning about diverse communities and cultures, which directly affects how students in different social classes view knowledge. Since working-class and middle-class students cannot relate to what they are learning in school, they view knowledge as something only higher up officials in the education system possess and make while also thinking it has to do with memorizing facts and information. Furthermore, they do not view knowledge as something they possess. However, affluent professional schools have more opportunities for this type of learning and recognize knowledge as something they can make by making statements such as, “You can go explore for new things” and “I’d think of something to discover, then I’d make it” (Anyon). These statements show how these affluent students can think critically and abstractly about a concept rather than just memorizing facts. Because they were given the opportunity to share their experiences, and connect to most things being taught within the education system, they have more opportunities for meaningful

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Therefore, teachers teach the whole child since they maintain cultural identity of a student not only do they emphasize on the importance of academic achievement. Consequently, when promoting academic community for students, teachers play a role in responding effectively to the learners needs (Gay, 2000).

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The methods that available in the production of knowledge are limited by the ethical judgments, but the definition of whether the method is ethical or not depends on a couple different things. The first one is the personal judgments. Each person would have different judgments for the same method. However, one personal based judgment cannot be universal. The second one is the social judgment. It is related to the personal judgment. When a personal opinion for a method is agreed by most of people in the society, this opinion would become a social judgment.

Inquiry Project: Classroom Community

We can all agree, educators and future educators alike, that teaching students is so much more than just presenting information to them. There is more to learning than only speaking. We’ve all had those teachers who were brilliant in their subject area, but not brilliant in making the students know the information. These are not true teachers; they are only smart. They teach in one way only, and doesn’t believe in individualized instruction, even though we all know that “low-income students and students of color tend to feel less “connected” to their schools than affluent and Anglo students, and that older students feel less connected than younger ones” (Schaps). As a future educator, sometimes I fear that I will become like one of these teachers, and I want to make sure that each of my students enjoy coming in class to learn, and is able to apply what they’ve learned to their unique lives. So for this inquiry project, I’ve decided to focus on classroom community. I believe that every great teacher establishes this concept in his/her classroom; without this concept, learning cannot happen. In this paper, I will define classroom community, discuss different ways to implement it in every classroom, and show the results of making an effort to keep it in your classroom.

Knowledge is something that can change day to day, which can be learned through both the natural and human sciences. Knowledge changes in the natural sciences when an experiment is conducted and more data has been gathered. Knowledge changes in human sciences when patterns are recognized in society and further tests have been conducted. Does our knowledge of things in the natural and human sciences change every day? I think that our knowledge grows everyday but does not necessarily change every day. The areas of knowledge that will be discussed in this essay are natural and human sciences. In History we can see that at one point something that was considered knowledge then transformed into different knowledge, especially in the natural sciences. However, in the past, due to lack of technology, it might have been more of a lack of knowledge that then turned into knowledge on the topic.

My Education Philosophy

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Funds of Knowledge, the Book for Teachers

The book “Funds of knowledge,” is intended to be useful for teachers and it will help them in formulating a set of courses for the students to make them perform well in their studies. According to researchers Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez (2001), Funds of knowledge means “to refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being” (Lopez, n.d., What does the term “funds of knowledge” mean, para.1).

Thus it transpires that the phrase ‘Funds of Knowledge’ refers to collecting information by analyzing it to understand it better. In the above-mentioned book, the author says that teachers must know the personal details of each and every student so as to know their character and problems; and then only teachers can understand the students better and solve the problems they may be facing. If all the students come from the same surroundings and society, it will be easy for the teachers to handle them. However, students may not be coming from the same background and their nature and culture may be different. So, it is the responsibility of the teachers to have close personal rapport with the students’ families to gain necessary information that will help them in molding the students. To achieve this, the teachers should go directly to the student’s homes to meet their parents and other family members and conduct interviews to discuss the performance of students both at home and classroom. This way, the teachers as well as parents can understand the students and resolve the problems they may be encountering. Once the teacher has collected the details of students, they can make use of this information to handle the students in the classroom. Every teacher should acquire proper training and guidance to build up an appropriate understanding of the students.

Thus the author postulates the idea that in order to make education effective, teachers should first of all try to understand the students. “When teachers shed their role of teacher and expert and, instead, take on a new role as learner, they can come to know their students and the families of their students in new and distinct ways.” (Lopez, n.d., What does the term “funds of knowledge” mean, para.1).

A teacher cannot understand a student completely from the classroom alone so in order to know the students well the teachers must follow some of these measures.

• The teacher should put away his or her identity as a teacher and try to be one among the students.
• The teacher should try to learn each and every student personally and the information so gleaned from this effort forms the core of ‘the funds of knowledge.
• Teachers should observe the activities of the students and encourage them to improve in the areas in which they are found wanting.

“Becoming more perceptive and analytic observers enabled teachers to detect aspects of children’s everyday learning experience that could be adapted for use in school.” (Funds of knowledge for teaching, n.d., Curriculum and instruction, para.2).

To make a student will in all activities it is not only the responsibility of the teacher but moreover it is the duty of the parents because the parent can able to know their children better than the teacher.

• Parents should also pay visits to the school of their children to know about their children’s performance in studies and other activities and should report if their child is weak in any particular field.
• A teacher always cannot able to identify the weakness of an individual student and hence it is necessary to meet and discuss with parents. This will help the teacher to pay particular attention to the student who is weak.
• The teacher never shows any partiality towards the students and they should treat every student as equal without bothering whether a student is good or bad in studies.

‘Funds of knowledge’ represents the teachers as both researchers and learners of the students’ background so as to give better teaching in the classroom as well as helping in the overall development of children.

Funds of knowledge for teaching: Curriculum and instruction . (n.d.). Archived Information. 2009. Web.

Lopez, J K. (n.d.). Funds of knowledge: What does the term “funds of knowledge” mean? Learn NC. 2009. Web.

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