Farming Practices as "Funds of Knowledge"

Autor/inn/en	Liu, Laura B.; Russell, Taylor
Titel	Farming Practices as "Funds of Knowledge"
Quelle	In: Science Education and Civic Engagement, 14 (2022) 1, S.45-54 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Agricultural Education; Cultural Background; Kindergarten; Elementary Secondary Education; Learner Engagement; Family School Relationship; Grounded Theory; Cultural Influences; Agricultural Occupations; Elementary School Students; Teaching Methods; Climate; Food; Agricultural Production; Agricultural Machinery; Politics; Ownership; Foreign Countries + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Cultural influence; Kultureinfluss; Occupation; Beruf; Landwirtschaftlicher Beruf; Teaching method; Lehrmethode; Unterrichtsmethode; Klima; Lebensmittel; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Machinery; Machines; Technik; Landmaschine; Landwirtschaftliche Technik; Politik; Eigentum; Ausland
Abstract	This study examines farming practices across regions as "funds of knowledge" that may be integrated into K-12 curricula and instruction. "Funds of knowledge," as conceptualized by Moll, Amanti, Neff, and González (1992), include the knowledge students bring from their families and home communities to the classroom, and serve as resources to enhance curricular relevancy, concept and skill development, learner and family engagement, and a positive learning environment. Examples of funds of knowledge include. Funds of knowledge include home language use, family values and traditions, caregiving practices, family roles and responsibilities, and professional knowledge, among other factors identified by González, Moll, and Amanti (2005). This qualitative study interviews four participants with U.S. and international farming experience to invite reflection on practices across cultures and regions. Constant comparative analyses of interviews (Merriam & Tisdell, 2015) highlight ways culture and farming are connected and present farming practices as important funds of knowledge. This inquiry offers valuable implications for elementary curricula and instruction. (As Provided).
Anmerkungen	National Center for Science and Civic Engagement. 114 Post Street, Saugerties, NY 12477. Web site: http://new.seceij.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01