In the Tucson funds of knowledge project, teachers visiting language minority households found funds of knowledge to be abundant and diverse.¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r1 · q1
Currency · newest study 1994 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Teachers who entered minority students' homes to identify and document existing knowledge found funds of knowledge "abundant and diverse", including farming and animal husbandry, construction, trade, business, and finance. → Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 q1 i? The digest reports that teachers learned how households network in informal market exchanges and how cross-border activities enabled students to act as mini-ethnographers. → Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 (2)

Evidence¶

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994¶

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest. (1994). https://eric.ed.gov/?id=ED367146

q1 · i? · review · r2

The digest summarises a teacher-researcher ethnographic project in which teachers made home visits to document existing knowledge. It reports that teachers "discovered that funds of knowledge are abundant and diverse", naming farming, animal husbandry, construction, trade, business, and finance. No counts are reported.

"They discovered that funds of knowledge are abundant and diverse and may include such areas as farming and animal husbandry, construction, trade, business, and finance."

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 (2)¶

Funds of Knowledge: Learning from Language Minority Households. ERIC Digest. (1994). https://eric.ed.gov/?id=ED367146

q1 · i? · qualitative · r1

Descriptive report from the Tucson project's home visits: teachers learned "how households network in informal market exchanges" and that cross-border activities let students act as mini-ethnographers. Qualitative observation; no data summary is printed.

"Teachers in the Tucson project learned, among other things, how households network in informal market exchanges and how cross-border activities enabled their students to act as mini-ethnographers."

Discussion¶

Related Claims¶

• Deficit View Of Minority Households Lowers Academic Expectations
• Teachers who took part in funds of knowledge household research came to view their minority students as competent and raised their expectations of them. — related
• Assessment tasks built on family-identified funds of knowledge elicited computational thinking from K-2 children in a small design-based study that made no comparison with standard assessment — related
• Home visits in funds of knowledge research led teachers to see culture as a dynamic process rather than only dances, food and folklore. — related
• In the Tucson household ethnography, exchanges within households' social networks were often reciprocal and built mutual trust through shared practical activities. — related
• Teacher home visits slightly improved student attendance in the following school year (95.28% vs 94.93%; ES = +0.02 in the Evidence for ESSA summary) — related
• Teachers doing household ethnography had readier entree to families than anthropologists and were welcomed without suspicion in the Tucson project. — related
• A collaborative action research project investigated how primary school teachers can use students' FoK/I in superdiverse classrooms — related