Funds of Knowledge in Higher Education
Honoring Students' Cultural Experiences and Resources as Strengths
Published on 7. August 2017
224 pages
978-1-315-44731-5 (ISBN)
Description
Refining and building on the concept in a sophisticated and multidisciplinary way, this book uses a funds of knowledge approach and connects it to other key conceptual frameworks in education to examine issues related to the access and transition to college, college persistence and success, and pedagogies in higher education. Research on funds of knowledge has become a standard reference to signal a sociocultural orientation in education that seeks to build strategically on the experiences, resources, and knowledge of families and children, especially those from low-income communities of color. Challenging existing deficit thinking in the field, the contribution of this unique and timely book is to apply this concept to and map future work on funds of knowledge in higher education.
Reviews / Votes
"To my knowledge this is the first book that addresses exclusively higher education in a variety of social and cultural contexts.... And there is more. The book, edited ably by Rios-Aguilar and Kiyama, also represents a challenge to the utility of the original funds of knowledge approach...and the need to adapt or supplement its core ideas and methods to a variety of circumstances of study. Congratulations to the editors and authors on the path-breaking volume they have prepared. It is bold work they have undertaken with the goal of helping others access resources in a variety of circumstances and succeed in their advanced studies."From the Foreword by Luis Moll, University of Arizona, USA
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Illustrations
8 Tables, black and white; 2 Line drawings, black and white; 2 Illustrations, black and white
File size
2,64 MB
ISBN-13
978-1-315-44731-5 (9781315447315)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Judy Marquez Kiyama | Cecilia Rios-Aguilar
Funds of Knowledge in Higher Education
Honoring Students' Cultural Experiences and Resources as Strengths
Book
08/2017
1st Edition
Routledge
€233.00
Shipment within 10-20 days
Judy Marquez Kiyama | Cecilia Rios-Aguilar
Funds of Knowledge in Higher Education
Honoring Students' Cultural Experiences and Resources as Strengths
Book
08/2017
1st Edition
Routledge
€65.20
Shipment within 10-20 days
Persons
Judy Marquez Kiyama is an Associate Professor in the Higher Education department at the University of Denver's Morgridge College of Education. Dr. Kiyama's research examines the structures that shape educational opportunities for underserved groups through an asset-based lens to better understand the collective knowledge and resources drawn upon to confront, negotiate, and (re)shape such structures. Her research is organized in three interconnected areas: the role of parents and families; equity and power in educational research; and underserved groups as collective networks of change.
Cecilia Rios-Aguilar is Associate Professor of Education and Director of the Higher Education Research Institute in the Graduate School of Education and Information Studies at the University of California Los Angeles. Dr. Rios-Aguilar's research is multidisciplinary and uses a variety of conceptual frameworks-funds of knowledge and the forms of capital-and of statistical approaches-regression analysis, multilevel models, GIS, and social network analysis-to study the educational and occupational trajectories of under-represented minorities. Dr. Rios-Aguilar's research interests include critical quantitative research methods, big data, social media, community colleges, and educational policies. She obtained her Ph.D. in Education Theory and Policy from the University of Rochester, her M.S. in Educational Administration from the University of Rochester, and her B.A. in Economics from the Instituto Tecnologico Autonomo de Mexico (ITAM).
Cecilia Rios-Aguilar is Associate Professor of Education and Director of the Higher Education Research Institute in the Graduate School of Education and Information Studies at the University of California Los Angeles. Dr. Rios-Aguilar's research is multidisciplinary and uses a variety of conceptual frameworks-funds of knowledge and the forms of capital-and of statistical approaches-regression analysis, multilevel models, GIS, and social network analysis-to study the educational and occupational trajectories of under-represented minorities. Dr. Rios-Aguilar's research interests include critical quantitative research methods, big data, social media, community colleges, and educational policies. She obtained her Ph.D. in Education Theory and Policy from the University of Rochester, her M.S. in Educational Administration from the University of Rochester, and her B.A. in Economics from the Instituto Tecnologico Autonomo de Mexico (ITAM).
Content
Foreword
Preface
Acknowledgements
About the Editors
Introduction: The Need for a Funds of Knowledge Approach in Higher Education
CECILIA RIOS-AGUILAR AND JUDY MARQUEZ KIYAMA
PART 1 Enriching the Concept of Funds of Knowledge
A Complementary Framework: Funds of Knowledge and the Forms of Capital
CECILIA RIOS-AGUILAR AND JUDY MARQUEZ KIYAMA
A Review of Existing Research on Funds of Knowledge and the Forms of Capital
JUDY MARQUEZ KIYAMA, CECILIA RIOS-AGUILAR, AND MOLLY SARUBBI
From Incarceration to Community College: Funds of Knowledge, Community Cultural Wealth, and Critical Race Theory
LUIS G. GIRALDO, DANIEL SOLORZANO, AND ADRIAN H. HUERTA
La Loteria as Creative Resistance: The Funds of Knowledge, Critical Pedagogy, and Critical Race Theory in Art Education
LUIS-GENARO GARCIA
PART 2 College Access and Persistence
College Aspirations and Limitations: The Role of Educational Ideologies and Funds of Knowledge in Mexican American Families
JUDY MARQUEZ KIYAMA
A Family Affair: Examining College-going among Sub-Saharan African immigrants in the U.S. through a Funds of Knowledge Lens
CHRYSTAL A. GEORGE MWANGI
"Hacerle La Lucha": Examining the Value of Hard Work as a Source of Funds of Knowledge of Undocumented, Mexican Ivy League Students
GLORIA MONTIEL
PART 3 Funds of Knowledge as a Pedagogical Tool for Student Success in Higher Education
Aligning Practice with Pedagogy: Funds of Knowledge for Community College Teaching
JUANA MORA AND CECILIA RIOS-AGUILAR
Learning from Students' Career Ideologies and Aspirations: Utilizing a Funds of Knowledge Approach to Reimagine Career and Technical Education (CTE)
REBECCA NERI
Funds of Knowledge as a Culturally Responsive Pedagogy in Higher Education
JUDY MARQUEZ KIYAMA, CECILIA RIOS-AGUILAR, AND REGINA DEIL-AMEN
Conclusion: The Future of Funds of Knowledge in Higher Education
JUDY MARQUEZ KIYAMA AND CECILIA RIOS AGUILAR
Contributors
Index
Preface
Acknowledgements
About the Editors
Introduction: The Need for a Funds of Knowledge Approach in Higher Education
CECILIA RIOS-AGUILAR AND JUDY MARQUEZ KIYAMA
PART 1 Enriching the Concept of Funds of Knowledge
A Complementary Framework: Funds of Knowledge and the Forms of Capital
CECILIA RIOS-AGUILAR AND JUDY MARQUEZ KIYAMA
A Review of Existing Research on Funds of Knowledge and the Forms of Capital
JUDY MARQUEZ KIYAMA, CECILIA RIOS-AGUILAR, AND MOLLY SARUBBI
From Incarceration to Community College: Funds of Knowledge, Community Cultural Wealth, and Critical Race Theory
LUIS G. GIRALDO, DANIEL SOLORZANO, AND ADRIAN H. HUERTA
La Loteria as Creative Resistance: The Funds of Knowledge, Critical Pedagogy, and Critical Race Theory in Art Education
LUIS-GENARO GARCIA
PART 2 College Access and Persistence
College Aspirations and Limitations: The Role of Educational Ideologies and Funds of Knowledge in Mexican American Families
JUDY MARQUEZ KIYAMA
A Family Affair: Examining College-going among Sub-Saharan African immigrants in the U.S. through a Funds of Knowledge Lens
CHRYSTAL A. GEORGE MWANGI
"Hacerle La Lucha": Examining the Value of Hard Work as a Source of Funds of Knowledge of Undocumented, Mexican Ivy League Students
GLORIA MONTIEL
PART 3 Funds of Knowledge as a Pedagogical Tool for Student Success in Higher Education
Aligning Practice with Pedagogy: Funds of Knowledge for Community College Teaching
JUANA MORA AND CECILIA RIOS-AGUILAR
Learning from Students' Career Ideologies and Aspirations: Utilizing a Funds of Knowledge Approach to Reimagine Career and Technical Education (CTE)
REBECCA NERI
Funds of Knowledge as a Culturally Responsive Pedagogy in Higher Education
JUDY MARQUEZ KIYAMA, CECILIA RIOS-AGUILAR, AND REGINA DEIL-AMEN
Conclusion: The Future of Funds of Knowledge in Higher Education
JUDY MARQUEZ KIYAMA AND CECILIA RIOS AGUILAR
Contributors
Index
