(1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice: Vol. 31, Qualitative Issues in Educational Research, pp. 132-141.

/pdf/funds-of-knowledge-for-teaching-using-a-qualitative-approach-2vyhe8xzwq.pdf

Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms

How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

/pdf/from-neurons-to-neighborhoods-the-science-of-early-childhood-3bfl5g72ow.pdf

From Neurons to Neighborhoods: The Science of Early Childhood Development

This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice.

/pdf/whose-culture-has-capital-a-critical-race-theory-discussion-4r42kxnce1.pdf

Whose culture has capital? A critical race theory discussion of community cultural wealth

The cultural origins of human cognition

By Pierre Bourdieu (London: Routledge, 2010), xxx + 607 pp. £15.99 paper. A combination of social theory, statistical data, illustrations, and interviews, Distinction: A Social Critique of the Judg...

Distinction: A Social Critique of the Judgement of Taste

El concepto de "fondos de conocimientos" se basa en una premisa simple: las personas son competentes y tienen conocimientos, y sus experiencias de vida les han dado ese conocimiento La afirmacion de este libro es que las experiencias de investigacion de primera mano con las familias permiten documentar esta competencia y conocimiento, y que dicha interaccion ofrece muchas posibilidades para acciones pedagogicas positivas Partiendo de las perspectivas Vygotskiana y neo-sociocultural en el diseno de una metodologia que considera las practicas cotidianas del lenguaje y la accion como una construccion de conocimiento, el enfoque de los fondos de conocimientos facilita una manera sistematica y poderosa de representar a las comunidades en terminos de los recursos que poseen y como aprovecharlos para la ensenanza en el aula Este libro cumple tres objetivos: brinda a los lectores la metodologia y las tecnicas basicas que se siguen en la investigacion de fondos de conocimientos de los contribuyentes; amplia los limites de lo que han hecho estos investigadores; y explora las aplicaciones a la practica en el aula que pueden resultar de que los maestros conozcan las comunidades en las que trabajan

/pdf/funds-of-knowledge-theorizing-practices-in-households-17pox4a12j.pdf

Funds of Knowledge: Theorizing practices in households, communities, and classrooms.

Preface Acknowledgments Introduction Luis C. Moll Part I. Historical and Theoretical Issues: 1. Vygotsky: the man and his cause Guillermo Blanck 2. The historical context of Vygotsky's work: a sociohistorical approach Alberto Rosa and Ignacio Montero 3. Congitive development and formal schooling: the evidence from cross-cultural research Michael Cole 4. The voice of rationality in a sociocultural approach to mind James V. Wertsch 5. The social origins of self-regulation Rafael M. Diaz, Cynthia J. Neal and Marina Amaya-Williams 6. Vygotsky, the zone of proximal development, and peer collaboration: implications for classroom practice Jonathan Tudge Part II. Educational Implications: 7. Teaching mind in society: teaching, schooling, and literate discourse Ronald Gallimore and Roland Tharp 8. A ygotskian interpretation of Reading recovery Marie M. Clay and Courtney B. Cazden 9. Vygotsky in a whole-language perspective Yetta M. Goodman and Kenneth S. Goodman 10. The development of scientific concepts and discourse Carolyn P. Panofsky, Vera John-Steiner and Peggy J. Blackwell Part III. Instructional Applications: 11. Changes in a teacher's views of interactive comprehension instruction Kathryn H. Au 12. Learning to read and write in an inner-city setting: a longitudinal study of community change Gillian Dowley McNamee 13. Writing as a cosial process Joan B. McLane 14. Creating zones of possibilities: combining social contexts for instruction Luis C. Moll and James B. Greenberg 15. The zone of proximal development as basis for instruction Mariane Hedgegaard 16. Detecting and defining science problems: a study of video-mediated lessons Laura M. W. Martin 17. Assisted performance in writing instruction with learning-disabled students Robert Rueda Name index Subject index.

Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology

Conceptualizing the households of working-class Latino students as being rich in funds of knowledge has had transformative consequences for teachers, parents, students, and researchers. Teachers' q...

Funds of Knowledge for Teaching in Latino Households.

The questions and issues that underlie bilingual education are constrained by deficit views about the abilities and experiences of language-minority students. In general, most research has emphasized how well students acquire English, assimilate into mainstream culture, and perform on tests of basic skills. Employing a sociocultural perspective that acknowledges the many resources that are available to children outside of the school, the author describes how research about children's communities can be used to enhance instruction. For this to work, researchers and teachers must redefine their roles so that they enter into collaborative working relationships that focus on ways of bringing about educational change.

Luis C. Moll

Papers

Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms

Funds of Knowledge: Theorizing practices in households, communities, and classrooms.

Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology

Funds of Knowledge for Teaching in Latino Households.

Bilingual Classroom Studies and Community Analysis: Some Recent Trends