Framework for finding students' funds of knowledge and categorising FoK/I-related teaching practices¶

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

A framework produced by the project's analyses that serves two functions: it "suggests ways to find students’ FoK" and it categorises FoK/I-related teaching practices along two dimensions — (1) individual students' resources vs. collective resources and (2) scope of the teaching activities. It is the article's central artifact for supporting teachers in superdiverse primary classrooms.

Design Implications¶

Context¶

Requirements¶

Teachers need ways to find students' funds of knowledge before FoK/I-related teaching practices can be categorised and used.

Constraints¶

Developed within a collaborative action research project in superdiverse primary schools.

Target Learners¶

primary school students in superdiverse classrooms

Learning Goals¶

identifying and building on students' funds of knowledge/identity in teaching

Claims¶

Fok Teaching Practices Framework Two Dimensions [+M]

Examples¶

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Key Sources¶

J. 't Gilde, M. Volman. (2021). Finding and using students’ funds of knowledge and identity in superdiverse primary schools: a collaborative action research project. Cambridge Journal of Education, 51(6), 673-692. https://doi.org/10.1080/0305764X.2021.1906845

Page metadata

Field	Value
`type`	`design`
`id`	`fok-finding-and-practice-framework-element`
`title`	`Framework for finding students' funds of knowledge and categorising FoK/I-related teaching practices`
`description`	`A framework produced by the project's analyses that serves two functions: it "suggests ways to find students’ FoK" and it categorises FoK/I-related teaching practices along two dimensions — (1) individual students' re...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-16`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `j-t-gilde-2021`

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