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Autor/inn/enMarshall, Elizabeth; Toohey, Kelleen
TitelRepresenting Family: Community Funds of Knowledge, Bilingualism, and Multimodality
QuelleIn: Harvard Educational Review, 80 (2010) 2, S.221-242 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0017-8055
SchlagwörterForeign Countries; Criticism; Discourse Analysis; Elementary School Students; Grade 4; Grade 5; Bilingual Students; Student Projects; Intergenerational Programs; Grandparents; Story Telling; Multimedia Materials; Translation; Picture Books; Canada; India
AbstractIn this article, Elizabeth Marshall and Kelleen Toohey use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students in a Canadian elementary school. Using MP3 players, students first recorded and then translated their grandparents' stories of life in India into picture books to serve as cultural resources in their school community. In retelling their grandparents' stories, students drew on a multiplicity of ancestral, globalized, and Western discourses in their textual and pictorial illustrations. The authors examine what happens when the funds of knowledge that students bring to school contradict normative, Western understandings of what is appropriate for children and how school might appropriately respond to varying community perceptions of good and evil. (Contains 3 notes and 3 figures.) (As Provided).
AnmerkungenHarvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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