ABSTRACT
This volume takes as its central organizing principle the foundational understanding about community knowledge that challenges “narrow conceptions of language, literacy, personal stories, bounded or contained learning contexts (e.g., home, community, schools), hegemonic cultural and linguistic norms, quantitative and static views of ‘resources,’ and limited attention to the agency, identities, and strategic actions of diverse students and their families as they traverse contexts” (daSilva Iddings, this volume). The touchstone to this approach is “Funds of Knowledge” as it has been conceptualized for nearly twenty-five years. This chapter will briefly summarize the approach as it has evolved and will lay out the programmatic implementation as it unfolded within CREATE.
