Learning About Funds of Knowledge as Part of Culturally Responsive Teaching Through Practitioner Inquiry

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-3 - Diverse Approaches to Culturally Responsive Teaching

Abstract

Current studies document the need for teachers to modify their literacy instruction drawing on students’ multiple literacy practices, their diverse cultural and linguistic backgrounds, and funds of knowledge (Bloome & Enciso, 2006; Dyson, 1997, Genishi & Dyson, 2009; Heath, 1983; Moll at al., 1992; Morrow at al., 2009; Rowe, 2010; Rudea, 2011; Scott, at al., 2009; Vasquez, 2010). However, little exists in the way of documenting teacher methods for the ways in which they learn about the funds of knowledge of their students. In response to this, the purpose of this paper is to examine the different ways I learned about the funds of knowledge of my students and their families (Gay, 2002; Ladson-Billings, 1994, 2001; Moll at al., 1992).

Author

• Renee Spanos, South-Western City Schools