Introduction: The need for a funds of knowledge approach in higher education contexts

Cecilia Rios-Aguilar, Judy Marquez Kiyama

Research output: Chapter in Book/Report/Conference proceedingChapter

5 Scopus citations


It has been over 20 years since the term funds of knowledge–the existing resources, knowledge, and skills embedded in students and their families (Moll, Amanti, Neff, & González, 1992)–emerged in the literature. The term was very well received in the field of education, particularly in the K–12 context. Indeed, the research on funds of knowledge (FK) has become a standard reference to signal a ‘sociocultural’ orientation in education that seeks to build strategically on the experiences, resources, and knowledge of families and children, especially those from low-income neighborhoods (Moll, Soto-Santiago, & Schwartz, 2013). After decades of research, what we know is that the FK generated, accumulated, and transmitted by students (and their families and communities) bring abundant possibilities for facilitating the success of under-represented students’ education (Moll et al., 2013; Rodríguez, 2013). Indeed, it is the connection between teachers (and their pedagogical approaches and practices) and families’ sociocultural, linguistic, and intellectual resources that makes the funds of knowledge approach appealing, relevant, meaningful, possible, and very much needed (Moll et al., 2013).

Original languageEnglish (US)
Title of host publicationFunds of Knowledge in Higher Education
Subtitle of host publicationHonoring Students' Cultural Experiences and Resources as Strengths
PublisherTaylor and Francis
Number of pages4
ISBN (Electronic)9781315447315
ISBN (Print)9781138213838
StatePublished - Jan 1 2017
Externally publishedYes

ASJC Scopus subject areas

  • Social Sciences(all)


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