Home visits in funds of knowledge research led teachers to see culture as a dynamic process rather than only dances, food and folklore.¶

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 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Teachers voiced that viewing households as repositories of funds of knowledge challenges notions of culture as only represented through dances, food, folklore, and the like. → Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 q1 i? As a result of the home visits, teachers began to view culture as a dynamic process. → 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 · r1

Teachers' voiced view, reported in the digest's transformative-principle section: the first transformative potential "challenges traditional notions of culture" as only dances, food and folklore. Qualitative teacher report.

"The first challenges traditional notions of culture as only being represented through dances, food, folklore, and the like."

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

The digest reports that "teachers begin to view culture as a dynamic process" as a result of the home visits, rather than a static end state. Qualitative teacher report; no measure printed.

"As a result of these home visits, teachers begin to view culture as a dynamic process"

Discussion¶

Related Claims¶

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