Teachers doing household ethnography had readier entree to families than anthropologists and were welcomed without suspicion in the Tucson project.¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · 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? Researchers noticed that teachers, by virtue of their role in children's lives, have more ready entree to households than anthropologists do. → Funds of Knowledge: Learning from Language Minority Households. ERIC Digest 1994 q1 i? Tucson project teachers were welcomed with respect and honor, and families showed no suspicion of motives or mistrust of how information would be used. → 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

Researcher observation reported in the digest's section on teachers as reflexive practitioners: teachers "have more ready entree to the households than anthropologists do." Qualitative observation; no comparison data printed.

"However, researchers have noticed that teachers, by virtue of their role in the children's lives, have more ready entree to the households than anthropologists do."

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 · r2

Tucson project report: teachers "were welcomed into the households with respect and honor" and families showed no mistrust about use of information. Qualitative report from one project.

"Teachers in the Tucson project were welcomed into the households with respect and honor, and the families evinced no suspicion of motives or mistrust of how the information gathered was to be used."

Discussion¶

Related Claims¶

• 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
• In the Tucson household ethnography, exchanges within households' social networks were often reciprocal and built mutual trust through shared practical activities. — related
• In the Tucson funds of knowledge project, teachers visiting language minority households found funds of knowledge to be abundant and diverse. — related
• Teacher-researchers in funds of knowledge work face difficulties, including helpless pessimism and heavy time demands; reflective after-school labs helped dispel the pessimism, and teachers judged the process worthwhile despite the strain. — related