Tracey’s Reviews > Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms > Status Update
Tracey
is on page 113 of 320
As parents responded with personal narratives concerning their own unique and singular life course, a heightened historical consciousness began to emerge. The welcome communicative event of articulating the trajectory that brought parents to be where they are facilitated an awareness of the historical character of their experiences” (p. 108).
— Mar 29, 2016 03:04PM
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Tracey’s Previous Updates
Tracey
is on page 195 of 320
Teacher-Researchers describe how the funds of knowledge project influenced their teaching and view of students and their families in positive ways. They share learning modules they created based off of ethnographic home visits-- and how they weaved the theme throughout the content area.
— Apr 19, 2016 03:46PM
Tracey
is on page 167 of 320
Teacher-Researchers describe how the funds of knowledge project influenced their teaching and view of students and their families in positive ways. They share learning modules they created based off of ethnographic home visits-- and how they weaved the theme throughout the content area.
— Apr 18, 2016 09:48PM
Tracey
is on page 143 of 320
Describes the role that the funds of knowledge project has had in shaping the curriculum choices that she makes in her classroom. She discusses the value of visiting students’ homes and the rich resources that reside in these spaces and shares how she used these ethnographic visits create a learning module on horses her students. In addition, she focuses on the importance of creating deep relationships with families
— Apr 17, 2016 10:03PM
Tracey
is on page 101 of 320
“As case materials shows, each generation struggled against different historical forces, yet their defenses, for the most part, were invariant--human creativity coupled with an enormous ability to mobilize and expand social relations” -p. 51
— Mar 28, 2016 09:04PM
Tracey
is on page 88 of 320
“As case materials shows, each generation struggled against different historical forces, yet their defenses, for the most part, were invariant--human creativity coupled with an enormous ability to mobilize and expand social relations” -p. 51
— Mar 28, 2016 04:00PM
Tracey
is on page 51 of 320
“As case materials shows, each generation struggled against different historical forces, yet their defenses, for the most part, were invariant--human creativity coupled with an enormous ability to mobilize and expand social relations” -p. 51
— Mar 21, 2016 03:35PM
Tracey
is on page 43 of 320
"However, the ultimate border--the border between knowledge and power--can be crossed only when educational institutions no longer reify culture, when lived experiences become validated as a source of knowledge, and when the process of how knowledge is constructed and translated between groups located within nonsymmetrical relations of power is questioned" -Gonzalez, p. 42
— Mar 20, 2016 10:25PM
