The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions.

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 represent communities in terms of the resources they possess and how to harness them for classroom teaching.

This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work.

In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics.

Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.

chapter |24 pages


Theorizing Practices*
ByNorma González, Luis Moll, Cathy Amanti

part |87 pages

Theoretical Underpinnings

chapter |18 pages

Beyond Culture

The Hybridity of Funds of Knowledge*
ByNorma González

chapter |23 pages

Formation and Transformation of Funds of Knowledge*

ByCarlos Vélez-Ibáñez, James Greenberg

chapter |17 pages

Funds of Knowledge for Teaching

Using a Qualitative Approach to Connect Homes and Classrooms*
ByLuis Moll, Cathy Amanti, Deborah Neff, Norma González

chapter |23 pages

Funds of Knowledge for Teaching in Latino Households*

ByNorma González, Luis Moll, Martha Floyd Tenery, Anna Rivera, Pat Rendón, Raquel Gonzales, Cathy Amanti

part |82 pages

Teachers as Researchers

chapter |12 pages

La Visita

ByMartha Floyd Tenery

chapter |11 pages

Beyond a Beads and Feathers Approach

ByCathy Amanti

chapter |9 pages

Empowering Parents of Multicultural Backgrounds

ByMarla Hensley

chapter |13 pages

Home Is Where the Heart Is

Planning a Funds of Knowledge-Based Curriculum Module
ByPatricia Sandoval-Taylor

chapter |15 pages

Border Crossings

Funds of Knowledge Within an Immigrant Household
ByAnne Browning-Aiken

chapter |12 pages

Social Reconstructions of Schooling

Teacher Evaluations of What They Learned From Participation in the Funds of Knowledge Project
ByJacqueline Messing

part |77 pages


chapter |14 pages

Funds of Knowledge and Team Ethnography

Reciprocal Approaches
ByMarcia Brenden

chapter |20 pages

Preservice Teachers Enter Urban Communities

Coupling Funds of Knowledge Research and Critical Pedagogy in Teacher Education
ByPatricia Buck, Paul Skilton Sylvester

chapter |23 pages

Reflections on the Study of Households in New York City and Long Island

A Different Route, a Common Destination
ByCarmen Mercado

chapter |15 pages

Funds of Distributed Knowledge*

ByNorma González, Rosi Andrade, Marta Civil, Luis Moll

part |15 pages

Concluding Commentary

chapter |13 pages

Reflections and Possibilities

ByLuis Moll