Tracey’s Reviews > Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms > Status Update

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.

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

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).

“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

“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

“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

"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