Drawing on Dynamic Local Knowledge through Student-Generated Photography

Autor/inn/en	Coles-Ritchie, Marilee; Monson, Bayley; Moses, Catherine
Titel	Drawing on Dynamic Local Knowledge through Student-Generated Photography
Quelle	In: Equity & Excellence in Education, 48 (2015) 2, S.266-282 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2015.1025615
Schlagwörter	Photography; Visual Aids; Indigenous Knowledge; Public Schools; Culturally Relevant Education; Action Research; Qualitative Research; Elementary School Teachers; Elementary School Students; Student Responsibility; Ownership; Elementary School Curriculum; Teacher Role; Experience; Urban Schools; Rural Schools; Surveys; Alaska; Utah + Suchen Sie Ihr Suchwort? Fotografie; Anschauungsmaterial; Public school; Öffentliche Schule; Projektforschung; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Eigentum; Lehrerrolle; Erfahrung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Survey; Umfrage; Befragung
Abstract	In this research, the authors explored how teachers using student-generated photography draw on local knowledge. The study draws on the framework of funds of knowledge to highlight the assets marginalized students bring to the classroom and the need for culturally relevant pedagogy to address the needs of a diverse public school population. The purpose of this study was to understand how teachers were using student generated photography to connect students' dynamic local knowledge with curriculum and classroom practices. Through the methodology of critical qualitative teacher action research in two unique classroom sites, the authors' findings include increased student responsibility and ownership; teachers as learners; and the richness and complexity of the students' lived experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01