Abstract

Conceptualizing the households of working-class Latino students as being rich in funds of knowledge has had transformative consequences for teachers, parents, students, and researchers. Teachers' qualitative, ethnographic study of their own students' households has unfolded as a viable method for bridging the gap between school and community. The focus of the home visit is to gather details about the accumulated knowledge base that each household assembles in order to ensure its own subsistence. Teachers also participate in study groups that offer a forum for the collective analysis of the household findings, and they form curriculum units that tap into the household funds of knowledge. New avenues of communication between school and home foster confianza, or mutual trust.

Keywords

Transformative learningFocus groupEthnographySociologyBridging (networking)Subsistence agricultureCurriculumPedagogyQualitative researchPublic relationsPsychologyPolitical scienceSocial scienceGeography

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Publication Info

Year
1995
Type
article
Volume
29
Issue
4
Pages
443-470
Citations
386
Access
Closed

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Napoleón González Saldaña, Luis C. Moll, Martha. Floyd Tenery et al. (1995). Funds of Knowledge for Teaching in Latino Households. Urban Education , 29 (4) , 443-470. https://doi.org/10.1177/0042085995029004005

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DOI
10.1177/0042085995029004005