Funds of Knowledge: Preparing Culturally Aware Educators to Reframe and Integrate Historically Marginalized Students' "Dark" Knowledge

• In Event: Demonstrating Pedagogical Promise: Embracing the Challenge of Enacting Equity Practices and Pedagogies

Abstract

This study examined student learning data of secondary teacher candidates from a literacy course at a public, state university. This study’s purpose was to provide insight into how candidates demonstrate an understanding of the variety of “funds of knowledge” (FoK) of culturally/linguistically diverse students and reject stigmas portraying said students as lacking cultural capital. Drawing on the notion of power as product and power in discourse, Critical Discourse Analysis was conducted of data collected: presentation slides, lesson plans, tutoring write-ups, reflective photo essays. Findings reveal: (1)presenting/sharing their own FoK helps candidates gain deeper FoK understanding; (2)coursework helps candidates practice meaningfully integrating FoK; (3)candidates learn to reframe life challenges (“dark knowledge”) as FoK for learning.

Author

• Heather Christina Macias, California State University - Long Beach