Funds of Knowledge and Identity Pedagogies for Social Justice
International Perspectives and Praxis from Communities, Classrooms, and Curriculum
Herausgeber: Esteban-Guitart, Moises
Funds of Knowledge and Identity Pedagogies for Social Justice
International Perspectives and Praxis from Communities, Classrooms, and Curriculum
Herausgeber: Esteban-Guitart, Moises
- Gebundenes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies.
Andere Kunden interessierten sich auch für
- David UpeguiIntegrating Racial Justice Into Your High-School Biology Classroom42,99 €
- Samuel Jaye TannerStorytelling and Improvisation as Anti-Racist Pedagogies54,99 €
- Decolonial Arts Praxis178,99 €
- Creating an Inclusive School Climate54,99 €
- Mark Wolfmeyer (Kutztown University of Pennsylvania)A Critical Introduction to Mathematics Education51,99 €
- Diversity and Inclusion in English Language Education39,99 €
- Research on English Language Teaching and Learning in the Middle East and North Africa54,99 €
-
-
-
This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Routledge Research in Decolonizing Education
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 240
- Erscheinungstermin: 21. Juli 2023
- Englisch
- Abmessung: 161mm x 241mm x 21mm
- Gewicht: 480g
- ISBN-13: 9781032437231
- ISBN-10: 1032437235
- Artikelnr.: 67678800
- Routledge Research in Decolonizing Education
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 240
- Erscheinungstermin: 21. Juli 2023
- Englisch
- Abmessung: 161mm x 241mm x 21mm
- Gewicht: 480g
- ISBN-13: 9781032437231
- ISBN-10: 1032437235
- Artikelnr.: 67678800
Moises Esteban-Guitart is Professor in the Department of Psychology and Director of the Institute of Educational Research, University of Girona, Spain.
Preface Part 1: Theoretical Underpinnings 1. The funds of knowledge and
identity approach: blueprints for social justice pedagogies 2. Funds of
knowledge in practice in international contexts Part 2: Some contemporary
usages from an international lens 3. Opening school walls to Funds of
knowledge: Students researching Problems that Matter in Australian
communities 4. Revisiting the funds of identity approach in and for China:
Possibilities-within-constraints 5. Funds of knowledge/identity pedagogies
and social justice in Dutch primary education 6. Engaging with M¿ori
learners' and families' funds of knowledge and identity in post-colonial
Aotearoa New Zealand 7. Funds of knowledge and identity in oppressed
communities in England: an anti-capitalist analysis 8. Transforming
educational practice through Funds of knowledge & identity work in
Catalonia 9. Funds of knowledge in Chile. A possibility to counteract
racism Part 3: Some empirical and case related evidences from an
international lens 10. Teachers' pedagogical knowledge and ethno-linguistic
minority students' Funds of knowledge in Vietnam 11. Multimodal pedagogical
approaches to center the Funds of Knowledge/Identity of Latinx/e children
from immigrant backgrounds in U.S. classroom settings 12. New normality and
social justice: exploring Funds of identity in Mexican students during the
Covid-19 pandemic 13. Practitioners collective Funds of Knowledge within a
community of practice: implications for professional development in a South
African context Part 4: Concluding Commentary Commentary
identity approach: blueprints for social justice pedagogies 2. Funds of
knowledge in practice in international contexts Part 2: Some contemporary
usages from an international lens 3. Opening school walls to Funds of
knowledge: Students researching Problems that Matter in Australian
communities 4. Revisiting the funds of identity approach in and for China:
Possibilities-within-constraints 5. Funds of knowledge/identity pedagogies
and social justice in Dutch primary education 6. Engaging with M¿ori
learners' and families' funds of knowledge and identity in post-colonial
Aotearoa New Zealand 7. Funds of knowledge and identity in oppressed
communities in England: an anti-capitalist analysis 8. Transforming
educational practice through Funds of knowledge & identity work in
Catalonia 9. Funds of knowledge in Chile. A possibility to counteract
racism Part 3: Some empirical and case related evidences from an
international lens 10. Teachers' pedagogical knowledge and ethno-linguistic
minority students' Funds of knowledge in Vietnam 11. Multimodal pedagogical
approaches to center the Funds of Knowledge/Identity of Latinx/e children
from immigrant backgrounds in U.S. classroom settings 12. New normality and
social justice: exploring Funds of identity in Mexican students during the
Covid-19 pandemic 13. Practitioners collective Funds of Knowledge within a
community of practice: implications for professional development in a South
African context Part 4: Concluding Commentary Commentary
Preface Part 1: Theoretical Underpinnings 1. The funds of knowledge and
identity approach: blueprints for social justice pedagogies 2. Funds of
knowledge in practice in international contexts Part 2: Some contemporary
usages from an international lens 3. Opening school walls to Funds of
knowledge: Students researching Problems that Matter in Australian
communities 4. Revisiting the funds of identity approach in and for China:
Possibilities-within-constraints 5. Funds of knowledge/identity pedagogies
and social justice in Dutch primary education 6. Engaging with M¿ori
learners' and families' funds of knowledge and identity in post-colonial
Aotearoa New Zealand 7. Funds of knowledge and identity in oppressed
communities in England: an anti-capitalist analysis 8. Transforming
educational practice through Funds of knowledge & identity work in
Catalonia 9. Funds of knowledge in Chile. A possibility to counteract
racism Part 3: Some empirical and case related evidences from an
international lens 10. Teachers' pedagogical knowledge and ethno-linguistic
minority students' Funds of knowledge in Vietnam 11. Multimodal pedagogical
approaches to center the Funds of Knowledge/Identity of Latinx/e children
from immigrant backgrounds in U.S. classroom settings 12. New normality and
social justice: exploring Funds of identity in Mexican students during the
Covid-19 pandemic 13. Practitioners collective Funds of Knowledge within a
community of practice: implications for professional development in a South
African context Part 4: Concluding Commentary Commentary
identity approach: blueprints for social justice pedagogies 2. Funds of
knowledge in practice in international contexts Part 2: Some contemporary
usages from an international lens 3. Opening school walls to Funds of
knowledge: Students researching Problems that Matter in Australian
communities 4. Revisiting the funds of identity approach in and for China:
Possibilities-within-constraints 5. Funds of knowledge/identity pedagogies
and social justice in Dutch primary education 6. Engaging with M¿ori
learners' and families' funds of knowledge and identity in post-colonial
Aotearoa New Zealand 7. Funds of knowledge and identity in oppressed
communities in England: an anti-capitalist analysis 8. Transforming
educational practice through Funds of knowledge & identity work in
Catalonia 9. Funds of knowledge in Chile. A possibility to counteract
racism Part 3: Some empirical and case related evidences from an
international lens 10. Teachers' pedagogical knowledge and ethno-linguistic
minority students' Funds of knowledge in Vietnam 11. Multimodal pedagogical
approaches to center the Funds of Knowledge/Identity of Latinx/e children
from immigrant backgrounds in U.S. classroom settings 12. New normality and
social justice: exploring Funds of identity in Mexican students during the
Covid-19 pandemic 13. Practitioners collective Funds of Knowledge within a
community of practice: implications for professional development in a South
African context Part 4: Concluding Commentary Commentary