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ERIC Number: EJ855694
Record Type: Journal
Publication Date: 2009-Sep
Pages: 15
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0159-6306
Dark Funds of Knowledge, Deep Funds of Pedagogy: Exploring Boundaries between Lifeworlds and Schools
Zipin, Lew
Discourse: Studies in the Cultural Politics of Education, v30 n3 p317-331 Sep 2009
Among social justice efforts to make curriculum more engaging and achieving for "less advantaged" learners, the Funds of Knowledge (FoK) approach, as developed by Moll, Gonzalez and associates (Gonzalez, Moll, & Amanti, 2005; Moll, Amanti, Neff, & Gonzalez, 1992), offers sound conception and a track-record. The Redesigning Pedagogies in the North project (RPiN) significantly embraced this approach (with some methodological differences). In this paper I first outline how curriculum designed around funds of knowledge with use-value in learners' lifeworlds challenges the "exchange"-value power by which competitive academic curriculum selectively privileges cultural capital embodied in elite social-structural positions. I then draw on both RPiN data and FoK literature to examine problematic tendencies to build curriculum around (1) "light" (i.e. positive) but not "dark" knowledge from learners' lifeworlds; and (2) knowledge "contents" but not "ways of knowing and transacting knowledge" (funds of "pedagogy"). In exploring these problem spots, I analyse how systemic boundaries between lifeworlds and schools pose constraints for "recontextualising" funds of knowledge into school curriculum. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia