Everyday funds of knowledge and school discourses (original) (raw)
Related papers
Cultural Practices and Learning: Diversity, Discipline and Dispositions in Schooling
2008
This report considers the relations between ethnicity and the dispositions towards learning necessary for successful participation in the Australian education system. In contrast to common assumptions about the cultural attributes of some ethnic groups, it considers how home and school practices help produce the attributes of learners, how these attributes are embodied as dispositions towards learning – what we call the scholarly habitus – and how these are patterned in terms of ethnicity and broader socio-cultural background. The report is based on research in ten primary schools across a number of regions of the NSW Department of Education and Training (DET) within the Sydney metropolitan area involving diverse linguistic and socioeconomic groups, but focuses on three specific groups: students of Chinese, Pasifika and Anglo Australian backgrounds. The study argues that dispositions to learn need to be understood in terms of particular kinds of practices, rather than explained by ‘ethnicity’ per se. The home and school experiences of these students are therefore examined with the aim of enhancing our understanding of effective educational practices and contributing to the current NSW DET initiatives of Quality Teaching, the State Literacy and Numeracy Initiative and the NSW State Plan.
The Cultural Capital Gap: An Ethnographic Study of Home and School Discourses in a
Ethnography and Education , 2019
This study explored the interaction of school and students’ cultures at a Latino academic/social enrichment after-school programme in Georgia, USA. I researched if and how students used language, a defining aspect of cultures, as cultural capital while negotiating school and student discourses. This study is particularly important due to the current debates over the definition of American identity. This interpretive ethnographic research utilised Sociolinguistic and Critical Theory lenses. I found that there was a wide disparity in cultural capital between home and school discourses, and that although Latino students in this study realised this and were often disempowered when they did not participate in the mainstream school culture, they also knew how to negotiate between institution and discourse identities at times through their language use to suit their interests. Thus, this article is added evidence in the growing literature that cultural capital can be fluid rather than static.
Culture and the Production of School Inequality
2020
In the first section, the chapter discusses the emergence of "culture" as a social scientific notion, including discussion of the affordances as well as limitations of the classic view of culture in social science. The section continues by reviewing new conceptions of culture as well as the development of deficit views of culture by which differing cultural practices are compared invidiously. The next section provides narrative examples of culture in schools, as it manifests in the routine conduct of classroom instruction. The examples show how cultural difference can become grounds for the production of inequality and "othering" in schools. The final section reviews alternatives to conventional school practicesapproaches to "culturally responsive" and "culturally sustaining" pedagogy. Particular emphasis is placed on "co-membership"the identification of commonalities among teachers and studentsas a means of preventing "othering" across lines of culture difference.
Understanding Cultural Differences and School Learning
Education Libraries, 2017
Paper presented to the Special Libraries Association, 83rd Annual Conference, San Francisco, CA., on June 9 1992. Focuses on understanding cultural differences and school learning in minority groups from a comparative perspective. Looks at conventional explanations as to why some groups adapt better than others. Defines and emphasizes the need to recognize the different types of minorities, i.e. autonomous, immigrant or voluntary minorities and non-immigrant or involuntary minorities. Explores primary cultural differences existing before immigrants arrived in United States and secondary cultural differences arising after a group has become a minority. Concludes that, generally, immigrant minorities tend to be more successful in school than involuntary minorities but that both types of minorities can benefit from additional help in school to manage their different cultural problems. Recognizing these differences is the key to better school adjustment and performance.
Psychology and Education: A Multidisciplinary Journal, 2024
The primary aim of this research endeavor is to explore the intricate interplay between cultural practices and academic performance in Understanding Culture, Society, and Politics (UCSP) among Senior High School learners enrolled in a private non-sectarian institution situated in the Municipality of Bocaue, Bulacan. By employing a descriptivecorrelational research design, the study endeavors to unravel the extent to which cultural practices influence students' academic achievements in this particular subject. To meticulously scrutinize this relationship, the study meticulously collected data and presented its findings using tables, with Microsoft Excel serving as the primary tool for data processing. The results unearth a compelling narrative: the cultural practices of the learners, spanning domains such as food patterns, dress codes, language usage, and adherence to traditional customs, are frequently observed within the learning milieu. This observation underscores the profound impact of cultural background on students' behaviors and preferences within the educational setting. Moreover, the study sheds light on an encouraging trend: the academic performance of the respondents in Understanding Culture, Society, and Politics emerges as outstanding. Despite the diverse cultural tapestry within which these learners are situated, they demonstrate remarkable proficiency and comprehension in navigating the subject matter, surpassing expectations and setting a high standard for academic excellence. In essence, the findings of this study underscore the pivotal role that cultural practices play in shaping students' academic experiences and outcomes. By recognizing and embracing the rich diversity of cultural backgrounds among learners, educators can harness this wealth of knowledge to foster a more inclusive and enriching learning environment. Moreover, the outstanding academic performance exhibited by the respondents serves as a testament to the resilience and adaptability of students, highlighting their capacity to excel academically irrespective of cultural differences. Through continued exploration and appreciation of cultural diversity, educational institutions can cultivate a more holistic approach to learning, thereby empowering students to thrive academically and contribute meaningfully to society.
Observations of School Culture: From Theorists to Curriculum Issues
International Education Studies, 2012
In recent years, we have developed research studies to analyze the relationships between the fields of history and sociology of curriculum, school, and culture. Using previously conducted studies, we investigate topics such as school culture and education management, which broaden our understanding of education, school days and spaces, classes and courses of study, and interchanges and their effects on new generations.