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ERIC Number: EJ1122050
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISSN: EISSN-2382-0349
Applying Funds of Knowledge Theory in a New Zealand High School: New Directions for Pedagogical Practice
Hogg, Linda
Teachers and Curriculum, v16 n1 p49-55 2016
In New Zealand teacher practice is expected to be inclusive and supportive of all learners (Ministry of Education, 2007). However, diverse evidence highlights inequitable school experiences for Maori and Pasifika students. This study explored the application of funds of knowledge (FoK) theory within a New Zealand high school, with a focus on impacts for Maori and Pasifika students. FoK has been defined as knowledge and skills gained from life world experience. Participants included high school teachers (n = 5), students (n = 11) from their current classes, and students' parents (n = 5). Data collected over six months fieldwork included: interviews, focus groups, samples of student work, and meetings. Teachers developed two ways to apply students' FoK to support academic learning: drawing on and drawing out their life experiences. Improvements in learning behaviours and achievement gains were reported by students, parents, and teachers.
Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A