Funds of Knowledge and Identity Pedagogies for Social Justice : International Perspectives and Praxis from Communities, Classrooms, and Curriculum
This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice antiracism and culturally sustaining pedagogies. Edited by one of the premier international voices for the funds of knowledge approach and in particular funds of identity theory chapters foreground first-hand participatory research-practice experiences with learners schools and local communities. These experiences demonstrate the positive social-justice inspired pedagogical actions that result in and reveal powerful possibilities for a decolonialised antiracist praxis that aims to eradicate deficit thinking in education. Further the inclusion of voices that are typically othered in the construction and distribution of academic knowledge make this a seminal volume in the field. Ultimately the volume will be of interest to scholars students and researchers working in the sociology of education psychology of education and those specifically dealing with antiracism decolonialism and equity within education. | Funds of Knowledge and Identity Pedagogies for Social Justice International Perspectives and Praxis from Communities Classrooms and Curriculum
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Details:Funds of Knowledge and Identity Pedagogies for Social Justice : International Perspectives and Praxis from Communities, Classrooms, and Curriculum
This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice antiracism and culturally sustaining pedagogies. Edited by one of the premier international voices for the funds of knowledge approach and in particular funds of identity theory chapters foreground first-hand participatory research-practice experiences with learners schools and local communities. These experiences demonstrate the positive social-justice inspired pedagogical actions that result in and reveal powerful possibilities for a decolonialised antiracist praxis that aims to eradicate deficit thinking in education. Further the inclusion of voices that are typically othered in the construction and distribution of academic knowledge make this a seminal volume in the field. Ultimately the volume will be of interest to scholars students and researchers working in the sociology of education psychology of education and those specifically dealing with antiracism decolonialism and equity within education. | Funds of Knowledge and Identity Pedagogies for Social Justice International Perspectives and Praxis from Communities Classrooms and Curriculum
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This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice antiracism and culturally sustaining pedagogies. Edited by one of the premier international voices for the funds of knowledge approach and in particular funds of identity theory chapters foreground first-hand participatory research-practice experiences with learners schools and local communities. These experiences demonstrate the positive social-justice inspired pedagogical actions that result in and reveal powerful possibilities for a decolonialised antiracist praxis that aims to eradicate deficit thinking in education. Further the inclusion of voices that are typically othered in the construction and distribution of academic knowledge make this a seminal volume in the field. Ultimately the volume will be of interest to scholars students and researchers working in the sociology of education psychology of education and those specifically dealing with antiracism decolonialism and equity within education. | Funds of Knowledge and Identity Pedagogies for Social Justice International Perspectives and Praxis from Communities Classrooms and Curriculum
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