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The effects of using students' funds of knowledge on educational outcomes in the social and personal domain

https://doi.org/10.1016/j.lcsi.2020.100472Get rights and content
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Abstract

Knowledge that students acquire outside school may not be recognized in school when teachers have different social-cultural backgrounds than their students. The theory of funds of knowledge/identity (FoK/I) makes a plea for teaching that draws on students' knowledge, skills and experiences. We investigated how using students' FoK/I affected their personal and social functioning and the social cohesion in the classroom, using a mixed-method quasi-experimental design. Thirteen teachers applied several ways of drawing on their students' FoK/I; eight teachers and their students participated as a control group. Student questionnaire data were collected (N = 299; pre-post control group) and students from the intervention group were interviewed (N = 67). Teachers from the intervention group completed logbooks and were interviewed individually twice during the intervention, and in a focus group setting after the intervention. The quantitative data did not show significant effects. However, teachers and students reported effects on students' engagement, learning behavior, learning attitudes, collaboration skills, self-confidence, general well-being in the classroom, ambitions and perspective taking. Also positive effects on the climate in the classroom were reported: students getting to know each other better, increased respect among students, improved interactions, increased involvement in learning, and a more positive atmosphere in the classroom.

Keywords

Funds of knowledge
Funds of identity
Primary education
Personal and social functioning
Social cohesion

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