Deficit framings of marginalized students, though maintaining widespread social influence,
are thoroughly condemned in recent educational scholarship. The goal of this “counter …

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 …

Since the notion of funds of identity was first proposed, a large number of related works have
followed, most of which have been reviewed recently by Hogg and Volman. This special …

This paper aims to illustrate the creation, implementation and impact of an educational
project for a socio-educational ecosystem design from the “community funds of knowledge …

Diversity in cultures, languages and identities is a valuable resource in urban education.
There is empirical evidence to support this assertion in the existing literature on funds of …

I recruited a sample of 5 Korean parents to qualitatively explore their perceptions of how
their behaviors might impede parent–teacher collaborations, and the reasons that parents …

This theoretical article explores the concept of community funds of knowledge and identity to
complement the two related notions of funds of knowledge (focused on the knowledge and …

Family-school partnerships are considered essential to the success of multiply marginalized
children in urban contexts. These partnerships often, however, reinforce middle-class white …

Family participation and involvement in schools has been reported to be crucial for
improving academic achievement and social cohesion, especially among those …

Within the broad range of literature on the funds of knowledge approach, several positive
impacts have been documented. In particular, participating teachers have reported …