ABSTRACT
Educational practices in and out of schools in Spain are in a slow and ongoing shift from compensatory measures based on the conception of ‘diversity’ as an exception and/or lack, to the aspiration of an inclusive system based on social justice attuned to class, race and gender inequalities. This change requires new educational policies and practices to address increasing racial and class segregation while also promoting critical reflective educational practices to shift our thinking collectively as adults, youth, teachers and students. Situated in the Catalan context, we present four experiences based on the FoK/I approach that contribute to addressing this aim. First, we present two experiences based on the traditional Funds of Knowledge approach, showing how they promote transformations in relation to teacher's understandings about culture and families’ households. Secondly, we share two pedagogical practices based on the Funds of Identity approach, working out of school with young people aged 12–16 and in-school with young people aged 13–16. In this case, we illustrate how the practices fostered self-critical spaces for reflecting on schooling, racism, and structural inequalities. By sharing our work, we hope these experiences illustrate how FoK/I approaches can contribute to the critical transformation of educational practices.
