Grappling with Funds of Knowledge in Rural Appalachia and Beyond: Shifting Contexts of Pre-Service Teachers

Autor/inn/en	Sherfinski, Melissa; Hayes, Sharon; Zhang, Jing; Jalalifard, Mariam
Titel	Grappling with Funds of Knowledge in Rural Appalachia and Beyond: Shifting Contexts of Pre-Service Teachers
Quelle	In: Action in Teacher Education, 43 (2021) 2, S.106-127 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1755384
Schlagwörter	Family Characteristics; Cultural Background; Cultural Capital; Rural Areas; Preservice Teachers; White Teachers; Student Teaching; Student Teacher Attitudes; Rural Education; Neoliberalism; Early Childhood Education + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Teaching practice; Unterrichtspraxis; Ländliche Erwachsenenbildung; Neo-liberalism; Neoliberalismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Funds of Knowledge (FoK) is a form of research in which families' practices inform education. Unfortunately, neoliberalism minimizes understanding families' assets because educators must transmit standardized knowledge for tests. In Appalachia, grappling with complex knowledge is challenging because of the opioid crisis. Through Bakhtin's theory of polyvocality, this case study examined how White pre-service teachers (PSTs) in rural Appalachia attempted to "grapple" with FoK during student teaching and in diversified settings after graduation. Findings showed that teacher educators sought to promote FoK but PSTs thought about the children and families they worked with in rural and Appalachian settings through a deficit lens. Former PSTs that remained in rural and Appalachian contexts presented emergent knowledge of FoK yet framed their White students as "traumatized." Those who moved to urban/suburban contexts with many students of color focused on behaviors and did not discuss FoK. Suggestions for policymakers and teacher educators are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01