The Students’ Funds of Identify Contributes to the Teacher's Funds of Knowledge

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