Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Constructing Community Knowledge by Exploring a Group of High School Students’ Funds of Knowledge
Construcción del conocimiento de comunidad mediante la exploración de los fondos de conocimiento de un grupo de estudiantes de secundaria
DOI:
https://doi.org/10.15446/profile.v25n2.102348Keywords:
community knowledge, dialogue journals, funds of knowledge, rural and urban schools (en)conocimiento de comunidad, diarios de diálogo, escuela rural y urbana, fondos de conocimiento (es)
This two-cycle action research explores how Colombian students from rural and urban areas construct community knowledge by exploring funds of knowledge using dialogue journals. Thirty-three seventh graders from an urban school participated in the first phase and 19 sixth graders from a rural school and 18 eighth graders from an urban school in the second phase. Data were gathered through journals, artifacts, audio recordings, narratives, focus groups, and interviews. Results revealed how students learned to see and re-signify their communities and territory by exploring the knowledge held by their families and community members. Then dialogue journals were valuable tools to verbalize and communicate their perceptions and understandings about their communities and funds of knowledge.
Esta investigación-acción explora cómo estudiantes colombianos de zonas rurales y urbanas construyen el conocimiento de la comunidad mientras exploran sus fondos de conocimiento utilizando diarios de diálogo. El estudio siguió dos fases: en la primera participaron 33 estudiantes de grado séptimo de una escuela urbana, y en la segunda, 19 estudiantes de grado sexto de una escuela rural y 18 estudiantes de grado octavo de una escuela urbana. Los datos se recopilaron mediante diarios, artefactos, grabaciones, narraciones, un grupo focal y entrevistas. Los resultados revelaron cómo los estudiantes vieron y resignificaron sus comunidades y territorios explorando el conocimiento que poseen de sus familias y su comunidad. Así, los diarios de diálogo sirvieron para verbalizar y comunicar las percepciones y comprensiones de los estudiantes sobre sus comunidades y fondos de conocimiento.
References
Anderson, D. H., Nelson, J. A. P., Richardson, M., Webb, N., & Young, E. L. (2011). Using dialogue journals to strengthen the student–teacher relationship: A comparative case study. College Student Journal, 45(2), 269–288.
Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. Heinemann.
Bahadur Rana, L. (2018). The use of dialogue journals in an ESL writing class from Vygostkyan perspective. Journal of NELTA Surkhet, 5, 1–14. https://doi.org/10.3126/jns.v5i0.19481
Barton, A. C., & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50–73. https://doi.org/10.1002/tea.20269
Canagarajah, A. S. (Ed.). (2005). Reclaiming the local in language policy and practice. Routledge. https://doi.org/10.4324/9781410611840
Candela, A. G. (2019). Exploring the function of member checking. The Qualitative Report, 24(3), 619–628. https://doi.org/10.46743/2160-3715/2019.3726
Carlson, J. A. (2010). Avoiding traps in member checking. The Qualitative Report, 15(5), 1102–1113. https://doi.org/10.46743/2160-3715/2010.1332
Castillo, K., & Cárdenas, L. D. (2021). Constructing community knowledge from a rural and urban EFL community by exploring their funds of knowledge while using dialogue journals [Unpublished master’s thesis]. Universidad del Tolima.
Charmaz, K. (2012). The power and potential of grounded theory. Medical Sociology Online, 6(3), 2–15. Retrieved from https://bit.ly/3ehJqMc
Cooper, J. E., He, Y., & Levin, B. B. (2011). Developing critical cultural competence: A guide for 21st-century educators. Corwin Press. https://doi.org/10.4135/9781452275420
Corburn, J. (2003). Bringing local knowledge into environmental decision making: Improving urban planning for communities at risk. Journal of Planning Education and Research, 22(4), 420–433. https://doi.org/10.1177/0739456X03022004008
Coyne, I. T. (1997). Sampling in qualitative research. Purposeful and theoretical sampling; merging or clear boundaries? Journal of Advanced Nursing, 26(3), 623–630. https://doi.org/10.1046/j.1365-2648.1997.t01-25-00999.x
Daniels, H., & Daniels, E. (2013). The best-kept teaching secret: How written conversations engage kids, activate learning, grow fluent writers...K–12. Corwin Press. https://doi.org/10.4135/9781483389752
Elliott, V. (2018). Thinking about the coding process in qualitative data analysis. The Qualitative Report, 23(11), 2850–2861. https://doi.org/10.46743/2160-3715/2018.3560
Esteban-Guitart, M., Lalueza, J. L., Zhang-Yu, C., & Llopart, M. (2019). Sustaining students’ cultures and identities: A qualitative study based on the funds of knowledge and identity approaches. Sustainability, 11(12), 3400. https://doi.org/10.3390/su11123400
FAO. (n.d.). What is local knowledge? Retrieved from https://bit.ly/3ekW796
Freire, P. (2018). Pedagogy of the oppressed (M. Bergman Ramos, Trans.). Bloomsbury. (Original work published 1968)
Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Praeger Publishers.
García Gutiérrez, C. A., & Durán Narváez, N. C. (2017). Revisiting the concept of self-efficacy as a language learning enhancer. GIST - Education and Learning Research Journal, (15), 68–95. https://doi.org/10.26817/16925777.391
Giroux, H. A. (2004). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and Critical/Cultural Studies, 1(1), 59–79. https://doi.org/10.1080/1479142042000180926
González, N., Moll, L. C., & Amanti, C. (Eds.). (2009). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Taylor & Francis.
Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. https://doi.org/10.3102/0013189X032004003
Hail, C., George, S., & Hail, J. (2013). Moving beyond journaling to dialogues in writing. Critical Questions in Education, 4(1), 42–51.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family & Community Connections With Schools.
Hull, S. (2013). Doing grounded theory: Notes for the aspiring qualitative analyst. https://doi.org/10.6084/M9.FIGSHARE.1050453
Laryea, E. W. D. (2020). Exploring the factors that African refugee-background students identify as being helpful to their academic success [Doctoral dissertation, Brock University]. https://bit.ly/3ZVE5wJ
Lastra, S. P., Durán, N. C., & Acosta, D. (2018). Community based pedagogy as an eye-opening for pre-service teachers’ initial connections with the school curriculum. Colombian Applied Linguistics Journal, 20(2), 209–229. https://doi.org/10.14483/22487085.13047
Lemke, J. L. (1995). Textual politics: Discourse and social dynamics. Taylor & Francis.
Marquez Kiyama, J., & Rios-Aguilar, C. (Eds.). (2017). Funds of knowledge in higher education: Honoring students’ cultural experiences and resources as strengths. Routledge. https://doi.org/10.4324/9781315447322
Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
Murrell, P. C. (2001). The community teacher: A new framework for effective urban teaching. Teachers College Press.
Riel, M. (2019). Understanding collaborative action research. Center for Collaborative Action Research. https://base.socioeco.org/docs/center_for_collaborative_action_research.pdf
Šakić Trogrlić, R., Wright, G. B., Duncan, M. J., van den Homberg, M. J. C., Adeloye, A. J., Mwale, F. D., & Mwafulirwa, J. (2019). Characterizing local knowledge across the flood risk management cycle: A case study of Southern Malawi. Sustainability, 11(6), 1681. https://doi.org/10.3390/su11061681
Sharkey, J. (2012). Editorial: Community-based pedagogies and literacies in language teacher education: Promising beginnings, intriguing challenges. Íkala, Revista de Lenguaje y Cultura, 17(1), 9–13. https://doi.org/10.17533/udea.ikala.11519
Subero, D., Vujasinović, E., & Esteban-Guitart, M. (2017). Mobilising funds of identity in and out of school. Cambridge Journal of Education, 47(2), 247–263. https://doi.org/10.1080/0305764X.2016.1148116
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
1. Francisco J. Parada, Aitana Grasso‐Cladera, Alejandra Rossi, Patricia Soto‐Icaza, Maritza Arenas‐Pérez, María Constanza Errázuriz. (2024). Applied human neuroscience: Fostering and designing inclusive environments with the 3E‐Cognition perspective. European Journal of Neuroscience, 60(3), p.4148. https://doi.org/10.1111/ejn.16463.
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2023 Karol Castillo, Luz Dary Cárdenas, Sandra Lastra
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
