Yes!
The student's Funds of Identify contributes to the teacher's Funds of
Knowledge that can be utilized through a mindset
of intentionality, care, optimism, respect, and trust (ICORT) to optimize
an institution's people, places, policies, programs, and processes (5Ps) to
create a climate that results in sustained academic success leading to the
fullest development of human potential.
In the midst of the
pandemic, Dr. Katherine Roe, a former colleague, shared the potential result
from linking these conceptual frameworks during the following linked
podcast: https://soundcloud.com/wcsumedia/wcsu-katherine-caitlin-and-jaclyn#t=1:30
For
this month’s discussion, let's accept the premise that one purpose of culturally
relevant pedagogy is to motivate and stimulate learning. Given that, how can we
argue with proponents of the Funds
of Knowledge theory, who suggest cultural relevance is founded on the
student’s culture, community, and family? Such aspects of students’
worldview are referred to as assets (Moll, González, & Amanti, 2009). "The
extent to which teachers learn about students’ assets is termed Funds of
Knowledge. To increase students’ sense that they are a part of the classroom
community, it is recommended that teachers learn about students’ families,
community, and culture. Understanding these assets can then be
leveraged to intentionally invite students into learning that results from
enhanced engagement, cognition, and comprehension. Appreciation for the exchange
between teacher and student of the assets attributed to Funds of Knowledge
theory aligns with Invitational
Education theory and practice (Purkey & Novak, 2016), which encourages
personal and professional opportunities to be intentionally caring, optimistic,
respectful, and trusting toward others’ pursuit of their human
potential. Research indicates teachers that interdependently implement
tenets of these theories foster a positive learning environment that promotes
their students’ self-concept" (Roe,
2019).
Embracing
the Funds of Knowledge framework can allow administrators and teachers to
build curricula based on the events and situations observed in the students'
households and community. This knowledge provides leverage for increased
understanding of the student strengths; thereby building a foundation for
learning within the classroom. By implementing an inter-connected IE theory and
Funds of Knowledge framework, teachers can use the students' strengths and an
ICORT mindset to provide effective instructional supports that result in more active,
engaging, and successful learning. "This is most clearly evident in
relation to ELLs, diverse learners, and students with individual education
programs" (Roe, 2019). Our most vulnerable, at-risk populations especially
respond well when learning becomes personalized and meaningful by aligning
learning outcomes with the student’s social schema.
Previous research by Roe (2019) proved consistent
utilization of Funds of Knowledge aligned with an ICORT mindset empowers
students and improves programs. Let’s
embrace the obvious parallels within the IE and Funds of Knowledge conceptual
frameworks to enrich our pedagogical practices, especially for English-language
Learners and at-risk populations without losing sight that good pedagogical
practices generalize to all students. Simply put, the utilization of IE theory
and practices to support student assets through respect for their Funds of Knowledge
demonstrates a climate graced by intentionality, care, optimism, respect, and
trust!
To cite:
Anderson, C.J. (October 31, 2021) The students’
funds of identify contributes to the teacher's funds of knowledge [Web log
post] Retrieved from http://www.ucan-cja.blogspot.com/
References:
Moll, L.,
González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices
in households, communities, and classroom: Routledge
Purkey, W. W.,
& Novak, J. N. (2016). Fundamentals of invitational education (A. T.
Schoenlein Ed. 2nd ed.): The International Alliance for Invitational Education.
Roe. K. (2019) Supporting student assets and demonstrating
respect for funds of knowledge. Journal of Invitational Theory
and Practice, v25 p5-13
