Literaturnachweis - Detailanzeige
| Autor/in | Wiltse, Lynne |
|---|---|
| Titel | Leaning over the Fence: Heritage Fair Projects as "Funds of Knowledge" |
| Quelle | In: Alberta Journal of Educational Research, 60 (2014) 2, S.361-376 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0002-4805 |
| Schlagwörter | Heritage Education; College School Cooperation; Research Projects; Educational Research; Canada Natives; Educational Practices; Indigenous Knowledge; Indigenous Populations; Literacy; Access to Education; Student Participation; Program Implementation; Cultural Background; Linguistic Input; Foreign Countries |
| Abstract | This paper is a response to an article, "Creepy White Gaze: Rethinking the Diorama as a Pedagogical Activity" (Sterzuk & Mulholland, 2011), published in the "Alberta Journal of Educational Research," in which Sterzuk and Mulholland critiqued a heritage fair entry, "Great Plains Indians." I report on a school-university collaborative research project that examined the ways in which out-of-school practices and knowledges of Canadian Aboriginal students might provide these students with access to school literacy practices. Grounded in a "funds of knowledge" approach, this paper presents an alternative reading, explaining how students' linguistic and cultural resources from home and community networks were utilized to reshape school literacy practices through their involvement in a heritage fair program. (As Provided). |
| Anmerkungen | University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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