Funds of Knowledge in Changing Communities

Luis C. Moll, Sandra L. Soto-Santiago, Lisa Schwartz

Research output: Chapter in Book/Report/Conference proceedingChapter

33 Scopus citations

Abstract

This chapter presents two case examples of how students negotiate transnational lives in response to rapidly changing social and political circumstances within their communities. These examples are used to illustrate how these circumstances, clearly aversive ones, can influence the nature of the funds of knowledge generated by families and students, and the possibilities they pose for learning in classrooms and other settings. As both examples illustrate, there is a strong sense of vulnerability in these students, as they attempt to decipher their realities or take action in response to the constraints of living and studying in Arizona, with its foreclosed opportunities for higher education. The goal, ultimately, would be that of understanding, indeed, of theorizing, the production of knowledge and expertise related to coping with the complexities of diverse lifeworlds, be it of families, children, or teachers.

Original languageEnglish (US)
Title of host publicationInternational Handbook of Research on Children's Literacy, Learning, and Culture
PublisherJohn Wiley and Sons
Pages172-183
Number of pages12
ISBN (Print)9780470975978
DOIs
StatePublished - Mar 5 2013

Keywords

  • Communities
  • Funds
  • Knowledge
  • Literacy

ASJC Scopus subject areas

  • Social Sciences(all)

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