Abstract

Two decades ago academics based at the University of Arizona brought the anthropological concept of Funds of Knowledge into the educational realm, providing a new conceptual framework to counter deficit theorizing of Latino students and their families. The growing body of literature evidences the belief and hope of academics in the potential of Funds of Knowledge to advance social justice and facilitate long-awaited breakthroughs in multicultural education practice.This paper provides an overview and analysis of Funds of Knowledge literature, addressing two key questions: What is the current scope of settings for Funds of Knowledge research? What do writers mean when they talk about Funds of Knowledge? Findings of differences in definitions indicate their contested nature. The review recommends clear articulation by researchers of the definition employed. Key questions arising from studies are presented and implications for multicultural education practice and teacher education are discussed.

Citation

Hogg, L. (2011). Funds of Knowledge: An investigation of coherence within the literature. Teaching and Teacher Education: An International Journal of Research and Studies, 27(3), 666-677. Elsevier Ltd. Retrieved August 5, 2024 from https://www.learntechlib.org/p/195629/.

Keywords

• Culturally responsive pedagogy
• Deficit theorizing
• Funds of Knowledge
• multicultural education
• Prior Knowledge
• teacher education