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Zusatztext "This volume is particularly useful for teachers who are re-thinking ways to design and create curriculum that reflects the experiences and knowledge of their multilingual and multicultural students....The importance of allowing students to make explicit connections between at-home and in-school practices is made relevant through the theory research! and classroom applications in this book."--Language Arts! Vol. 84! No. 10"One of the most important concepts in culture-and-education is now laid out for us to know! in detail--its origin! argument! and human context. We should all be grateful."-Roland Tharp! University of California! Berkeley"This is a very important book in its scope....[and] is very much needed....Longitudinal! field based research is still relatively uncommon! especially in teacher education! but it is the only way to document how culture is deeply embedded in children's and families' lives! and how teachers can use the knowledge held within communities to make a difference in reaching out to children and families who will soon constitute the new 'mainstream' in our schools."-Catherine Emihovich! University of Florida Informationen zum Autor Gonzalez, Norma; Moll, Luis C.; Amanti, Cathy Klappentext Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to re Zusammenfassung Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to re Inhaltsverzeichnis Contents: Preface. N. González, L. Moll, C. Amanti, Introduction. Part I: Theoretical Underpinnings. N. González, Beyond Culture: The Hybridity of Funds of Knowledge. C. Vélez-Ibáñez, J. Greenberg, Formation and Transformation of Funds of Knowledge. L. Moll, C. Amanti, D. Neff, N. González, Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. N. González, L. Moll, M.F. Tenery, A. Rivera, P. Rendón, C. Amanti, Funds of Knowledge for Teaching in Latino Households. Part II: Teachers as Researchers. M.F. Tenery, La Visita. C. Amanti, Beyond a Beads and Feathers Approach. M. Hensley, Empowering Parents of Multicultural Backgrounds. P. Sandoval-Taylor, Home Is Where the Heart Is: A Funds of Knowledge-Based Curriculum Module. A. Browning-Aiken, Border-Crossings: Funds of Knowledge Within an Immigrant Household. J. Messing, Social Reconstructions of Schooling: Teacher Evaluations of What They Learned From Participation in the Funds of Knowledge Project. Part III: Translocations: New Contexts, New Directions. M. Brenden, Funds of Knowledge and Team Ethnography: Reciprocal Approaches. P. Buck, P.S. Sylvester, Pre-Service Teachers Enter Urban Communities: Coupling Funds of Knowledge Research and Critical Pedagogy in Teacher Education. C. Mercado, Reflections on the Study of Households in New York City and Long Island: A Different Route, a Common Destination. N. González, R. Andrade, M. Civil, L. Moll, Funds of Distributed Knowledge. Part IV: Concluding Commentary. L. Moll, Reflections and Possibilities. ...
