Funds of Knowledge and Identity Pedagogies for Social Justice
portes grátis
Funds of Knowledge and Identity Pedagogies for Social Justice
International Perspectives and Praxis from Communities, Classrooms, and Curriculum
Esteban-Guitart, Moises
Taylor & Francis Ltd
11/2024
240
Mole
9781032440019
15 a 20 dias
Descrição não disponível.
Preface Part 1: Theoretical Underpinnings 1. The funds of knowledge and identity approach: blueprints for social justice pedagogies 2. Funds of knowledge in practice in international contexts Part 2: Some contemporary usages from an international lens 3. Opening school walls to Funds of knowledge: Students researching Problems that Matter in Australian communities 4. Revisiting the funds of identity approach in and for China: Possibilities-within-constraints 5. Funds of knowledge/identity pedagogies and social justice in Dutch primary education 6. Engaging with Maori learners' and families' funds of knowledge and identity in post-colonial Aotearoa New Zealand 7. Funds of knowledge and identity in oppressed communities in England: an anti-capitalist analysis 8. Transforming educational practice through Funds of knowledge & identity work in Catalonia 9. Funds of knowledge in Chile. A possibility to counteract racism Part 3: Some empirical and case related evidences from an international lens 10. Teachers' pedagogical knowledge and ethno-linguistic minority students' Funds of knowledge in Vietnam 11. Multimodal pedagogical approaches to center the Funds of Knowledge/Identity of Latinx/e children from immigrant backgrounds in U.S. classroom settings 12. New normality and social justice: exploring Funds of identity in Mexican students during the Covid-19 pandemic 13. Practitioners collective Funds of Knowledge within a community of practice: implications for professional development in a South African context Part 4: Concluding Commentary Commentary
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Funds of knowledge;Funds of Identity;FoK;FoI;funds of knowledge and identity;educational practice;knowledge;identity;racism;internal colonialism;colonialism;decolonialism;equity in education;antiracism;social justice pedagogies;community-oriented practices;pedagogical practices;immigrant;Cultural Deficit Thinking;Dark Funds;Reflective Practice;Face To Face;Extracurricular;Wo;TQ.;USA;Follow;Identity Artifacts;Knowledge Approach;Translanguaging Pedagogies;Knowledge Alliance;Score TQ;Professional Development;Te Reo;Utopian Methodology;Photovoice Projects;Early Childhood Development Provisioning;Social Semiotic Theory;Migrant Students;Student Engagement;Multimodal Creations
Preface Part 1: Theoretical Underpinnings 1. The funds of knowledge and identity approach: blueprints for social justice pedagogies 2. Funds of knowledge in practice in international contexts Part 2: Some contemporary usages from an international lens 3. Opening school walls to Funds of knowledge: Students researching Problems that Matter in Australian communities 4. Revisiting the funds of identity approach in and for China: Possibilities-within-constraints 5. Funds of knowledge/identity pedagogies and social justice in Dutch primary education 6. Engaging with Maori learners' and families' funds of knowledge and identity in post-colonial Aotearoa New Zealand 7. Funds of knowledge and identity in oppressed communities in England: an anti-capitalist analysis 8. Transforming educational practice through Funds of knowledge & identity work in Catalonia 9. Funds of knowledge in Chile. A possibility to counteract racism Part 3: Some empirical and case related evidences from an international lens 10. Teachers' pedagogical knowledge and ethno-linguistic minority students' Funds of knowledge in Vietnam 11. Multimodal pedagogical approaches to center the Funds of Knowledge/Identity of Latinx/e children from immigrant backgrounds in U.S. classroom settings 12. New normality and social justice: exploring Funds of identity in Mexican students during the Covid-19 pandemic 13. Practitioners collective Funds of Knowledge within a community of practice: implications for professional development in a South African context Part 4: Concluding Commentary Commentary
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Funds of knowledge;Funds of Identity;FoK;FoI;funds of knowledge and identity;educational practice;knowledge;identity;racism;internal colonialism;colonialism;decolonialism;equity in education;antiracism;social justice pedagogies;community-oriented practices;pedagogical practices;immigrant;Cultural Deficit Thinking;Dark Funds;Reflective Practice;Face To Face;Extracurricular;Wo;TQ.;USA;Follow;Identity Artifacts;Knowledge Approach;Translanguaging Pedagogies;Knowledge Alliance;Score TQ;Professional Development;Te Reo;Utopian Methodology;Photovoice Projects;Early Childhood Development Provisioning;Social Semiotic Theory;Migrant Students;Student Engagement;Multimodal Creations
