Funds of knowledge in 21st century societies: Inclusive educational practices for under-represented students. A literature review

Although the first educational applications of the funds of knowledge (FoK) concept were carried out in the late 1980s, there have been numerous developments and proposals since then, many of which have been made within the last few years. It continues to be, therefore, a valid, cutting-edge educati...

Full description

Saved in:
Bibliographic Details
Published in:Journal of curriculum studies 2018-03, Vol.50 (2), p.145-161
Main Authors: Llopart, Mariona, Esteban-Guitart, Moisès
Format: Article
Language:English
Subjects:
Cultural Background
Cultural Capital
Culturally Relevant Education
Disproportionate Representation
Educational Practices
Educational Research
Family Characteristics
Funds of knowledge
Inclusion
Kulturelle Bildung
Lehrerausbildung
Lehrerbildung
Lehrmethode
Literature Reviews
Minority Group Students
Social Change
Social Justice
Teacher Education
Teaching Methods
Wissen
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Although the first educational applications of the funds of knowledge (FoK) concept were carried out in the late 1980s, there have been numerous developments and proposals since then, many of which have been made within the last few years. It continues to be, therefore, a valid, cutting-edge educational approach; one which seeks to overcome the lingering deficit perspective in education, by improving relationships between families and schools, and by designing culturally sensitive and contextualized curricular activities. In this review, we have identified 92 peer-reviewed publications relating to FoK in the ERIC database, dating from between 2011 and 2015. In this review, we aim to provide a summary of this literature and identify potential key trends, tensions, extensions and issues concerning current applications of the FoK approach. A number of contributions for teacher candidates and teacher professional development derived from the literature review are also suggested.
ISSN:0022-0272
1366-5839
1366-5839
DOI:10.1080/00220272.2016.1247913