Strategies and Resources for Contextualising the Curriculum Based on the Funds of Knowledge Approach: A Literature Review

Autor/inn/en	Llopart, Mariona; Esteban-Guitart, Moisès
Titel	Strategies and Resources for Contextualising the Curriculum Based on the Funds of Knowledge Approach: A Literature Review
Quelle	In: Australian Educational Researcher, 44 (2017) 3, S.255-274 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-017-0237-8
Schlagwörter	Cultural Background; Cultural Capital; Teaching Methods; Student Developed Materials; Curriculum; Context Effect; Educational Strategies; Educational Resources; Literature Reviews + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Lehrstrategie; Bildungsmittel
Abstract	This article aims to describe and illustrate how the curriculum can be contextualised through different educational experiences based on the funds of knowledge approach. Educational contextualisation is understood to be the linking of curricular content (literacy, science, mathematics, social sciences) with students' lives, including prior learning experiences from their homes and communities. The literature review began by surveying 59 articles retrieved from the ERIC database after entering the search terms "funds of knowledge" and "teaching methods". Out of these, 22 peer reviewed papers were selected based on the following criteria: the paper should illustrate how artefacts produced by students (photographs, texts, artistic productions, digital stories) can be put to pedagogical use by turning them into resources to mobilise knowledge and experiences inside and outside school. The results are discussed in light of the CREDE Standards for Effective Pedagogy, as well as the notion of "funds of identity," which has been proposed recently within the context of the "funds of knowledge" approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01