Funds of Knowledge and Identity Pedagogies for Social Justice
International Perspectives and Praxis from Communities, Classrooms, and Curriculum
Herausgeber: Esteban-Guitart, Moisés
Funds of Knowledge and Identity Pedagogies for Social Justice
International Perspectives and Praxis from Communities, Classrooms, and Curriculum
Herausgeber: Esteban-Guitart, Moisés
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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.
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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: 242
- Erscheinungstermin: 21. Juli 2023
- Englisch
- Abmessung: 240mm x 161mm x 18mm
- Gewicht: 480g
- ISBN-13: 9781032437231
- ISBN-10: 1032437235
- Artikelnr.: 67678800
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
- Routledge Research in Decolonizing Education
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 242
- Erscheinungstermin: 21. Juli 2023
- Englisch
- Abmessung: 240mm x 161mm x 18mm
- Gewicht: 480g
- ISBN-13: 9781032437231
- ISBN-10: 1032437235
- Artikelnr.: 67678800
- Herstellerkennzeichnung
- Libri GmbH
- Europaallee 1
- 36244 Bad Hersfeld
- gpsr@libri.de
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