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ERIC Number: EJ759618
Record Type: Journal
Publication Date: 2005
Pages: 4
Abstractor: ERIC
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1068-3844
Funds of Knowledge at Work in the Writing Classroom
Street, Chris
Multicultural Education, v13 n2 p22-25 Win 2005
Schools seem to serve certain groups of people over others. Schools become "sorting mechanisms in which select groups of students are favored on the basis of race, class, and gender." Students within the dominant culture gain cultural capital, while students outside the dominant culture are often left without the means to gain entry into the culture of power. Such is the situation for culturally diverse students in the United States. Studies have shown that, in many classrooms in the United States, culturally diverse children's knowledge and the ways of learning they bring from home often conflict with the teaching practices and curricula of school. Because of these clashing ways of teaching and learning between home and school, families of these children often feel alienated from the schools. Teachers must become aware of such inequities but once such an awareness develops, how do teachers begin to break down barriers between home and school? This article addresses this crucial question.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States