How the Funds of Knowledge Theory Shifted Teachers' Dominant Narratives of Family Involvement

Autor/in	Szech, Laura
Titel	How the Funds of Knowledge Theory Shifted Teachers' Dominant Narratives of Family Involvement
Quelle	In: School Community Journal, 31 (2021) 1, S.149-170 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Family Involvement; Cultural Background; Teacher Student Relationship; Elementary School Students; Faculty Development; Diaries; Teacher Attitudes; Elementary School Teachers; Middle Class; Whites; Family School Relationship; Cultural Awareness; Culturally Relevant Education; Student Diversity; Teaching Methods; Power Structure; Educational Practices + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Diary; Tagebuch; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mittelschicht; White; Weißer; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	The purpose of this study was to understand how teachers reproduce and eventually resist middle-class, White, dominant narratives of family involvement so they can better engage with all students and families. This study occurred in an elementary school setting during a semester-long afterschool professional development course with nine elementary school teachers. The study employed a basic qualitative design with data sources such as field notes, discussion transcriptions, and participant journals. Results showed that teachers initially reinforced and reproduced middle-class, White, normative expectations of family involvement through their means of communication, the values they expressed, and the physical expectations placed on families. Results also showed that explicit work in this area, especially using the theory of funds of knowledge, led to change and opportunities for new, more culturally sustaining practices. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01