funds of knowledge | Action Research in Education

Upadhyay, B. R. (2006). Using students’ lived experiences in an urban science classroom: An elementary school teacher’s thinking. Science Education, 90(1), 94–110. doi:10.1002/sce.20095

Organization

The paper is organized so as to build context on key vocabulary and ideas that are being researched before fully presenting the research idea. The author first grounds the reader in an introduction to not only her work with the “Linking Food in the Environment” program but also the meaning behind key terms like “funds of knowledge” and “students lived experiences”. The author then goes on to explain the reason for her research and the research questions that are to be answered which are: What does Jane’s life story tell us about her views on teaching, her experiences, and science teaching that is relevant to students and their lived experiences, what student experiences does Jane identify as important funds of knowledge in teaching the LiFE curriculum, and how does Jane connect student experiences to her own and integrate them into her science teaching?

The author follows this by explaining how she will gather data and analyze it in order to make conclusions. The author has chosen a case study model and will gather qualitative data and analyze it by findings themes and trends in her observations. After naming some limitations of the study the author proceeds onto her findings.

The findings section is lengthy and detailed as it illuminates Jane’s own personal history in becoming a teacher as well as the various relationships to curriculum, students, and personal development throughout the study. After the author has communicated all of the findings in the different realms of experience in Jane’s classroom she moves onto discussion and conclusion.

Contributions to Field

The study in question provides welcome insight into the specific decision making and thought process that goes through a teacher’s mind while they try to incorporate the funds of knowledge approach to teaching inn their classrooms. While the findings here are not necessarily replicable they do illuminate a lot of the process that happens within a teachers mind which will inform future research.

Theoretical Framework/Lens

The research was done through a case study approach. The author chose this method because it offers unique insight into what is happening within a teachers mind as they navigate their classroom. The researcher was able to operate as a thought partner and probe the teachers thought process and reflections so as to gain further understanding of how at least one individual approaches using students “funds of knowledge” in the classroom.

Data Collection/Analyses

The author gathers entirely qualitative data for use in the current research. The data is a mix of interviews, observations, classroom videos, and field notes. The data is collected from only one teacher who the author developed a cordial and professional relationship with during the study. The author chose the case study format in order to better understand the specific decisions, events and processes that played out in the teachers day to day decision making. The interview data was gathered by asking open-ended and probing questions that serve to provide valuable insight into the teaches meta cognitive thought process.

The data is analyzed using grounded theory development which has the researcher create categories and themes based on analyses of transcripts, video tapes, field notes and observations. The author organized her themes into four “index trees” with the first two being what she has written about in the current article. The index trees were: Students lived experiences and science teaching, social scaffolding, how high stakes testing influences science instruction and science process skills. Within each index tree are sub categories of themes in the data that were analyzed for the study.

Findings/Discussions/Conclusions

The researcher organized her findings into a number of different domains which I will try to briefly summarize below.

Jane’s Experience as a Student in Different Cultures

Jane grew up around the world switching schools often and regularly being an outsider in a foreign culture. Jane has very little recollection of Science in her Elementary Classroom when she went to school. Also Jane did not take many Science classes while in college and upon receiving her teacher certificate she did not feel prepared to do science instruction within her own classroom. Knowing where Jane is coming from is an important step in preparing a teacher to make connection between their life, their students lives and the choices they make in the classroom.

Jane’s Growth as a Teacher and Becoming an Inclusive Teacher

Jane began her teaching career as a substitute teacher. She did this for a number of years before actually serving as a full time teacher. She saw her own daughter struggle with the science curriculum at her school and it prompted her to wonder why this subject could be so hard. Upon arriving in her classroom Jane recognized the wealth of cultural background in her students and began to wonder how she could use what her students already knew in order to promote more learning in her classroom. She is self-learner always seeking new opportunities for development and growth.

Jane’s Experience with the LiFE Curriculum and her Thinking About Connected Science Curriculum

Jane feels invested in the LiFE curriculum much more than the FOSS kits she previously had to use in her class. With the LiFE curriculum she believes she is able to focus on the larger conceptual understandings of science as opposed to the more basic content. Jane likes that the LiFE curriculum allows her to introduce new ideas in her science classroom. In addition students partake in the scientific process and make mistakes along the way which is allowed and even encourage so that they know how to respond to failure.

What Student Experiences Does Jane Identify as Important Funds of Knowledge in Teaching the LiFE Curriculum?

Jane that it was most important that her students felt that their questions and ideas were valued in class discussion and would be addressed with fidelity. When a student would share an experience they had with science in home, Jane would feel free to steer the lesson to a new direction that better aligned with what students had experienced before. She used the students basic understanding of some terms to demonstrate new concepts. An example is made of how the students were asking about air and she was able to differentiate between air and oxygen with a candle in a glass jar. Jane knew that when students offered something to the space she could leverage it to introduce a new idea.

How Does Jane Connect Student Experiences to Her Own and Integrate Them into Her Science Teaching?

New knowledge is best created through the mutual sharing of ideas and experiences. Jane created a classroom environment that encouraged sharing and discussion between students and teacher. Jane knew it was important that in order for students to feel it was safe to bring their ideas and perspectives she would have to bring her own. She would share information about her children or home in order to encourage students to make their own connections with their lives. She recognized that as part of the culture of the classroom everyone needed to feel that it was safe and encourage to share.

Conclusions

The article does not present and findings that can be implemented or used in a school setting tomorrow, however it does lend more credence to the idea that using students funds of knowledge is an approach and idea that deserves more thought. Through observations and interviews it is clear that not only were students learning in class but they were enjoying it as well. The “radical” approach that is funds of knowledge deserves more research and investigation as it seems clear that it sets students up on a better trajectory that is more focused on critical thinking and real world application. The funds of knowledge approach also serves to meet students at their need so that every child has a chance to learn and engage with content in the classroom.

Yosso *, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. doi:10.1080/1361332052000341006

The article proposes a framework, justification and argument for a need for critical race theory in education. I could not agree with the article more but the article also did good work in defining traits and aspects of marginalized people that can be leveraged in the classroom. The article goes to great lengths to explain and articulate ways in which the dominant system is oppressive and then list traits that students of color bring to the classroom that can be leveraged for greater success. The main critique is simple in that the system is built for the dominant culture which then causes it to devalue, bias and even criticize marginalized cultures. The individuals who identify with these cultures then are forced to give parts of themselves, their past or their history in order to succeed in the dominant system. The antithesis would be what the article presents which is to value the perspectives of students of color and all of the strengths and assets that they bring into the classroom. If these traits can be leveraged then they can catalyze great successes in the classroom while keeping the identity and culture of students intact.

The article does a great job of justifying and then identifying the purpose of critical race theory in education but I wonder how the authors could have further elaborated what they expect of teachers in the classroom. I agree in full with everything that the article articulates but I question it in practice. I do not question that it will work, rather I question what it looks like. I have been on a personal journey for over two years to build my culturally responsive teaching toolbox and skillsets and still feel like I am lacking in major ways. I think that we have identified mindsets and justifications for culturally responsive teaching but not all of the methods that are needed. I would ask the authors to next begin to identify key things that one would observe a teacher doing in a classroom to be deemed “culturally responsive”.

The lack of culturally responsive techniques and practices actually leads me to my, not critique, but hurdle I see in implementing CRT in classrooms across the nation. Our country still suffers from an industrialized view of education. From teacher preparation to student learning we see the whole process as an assembly line that we send individuals through, hoping that they fit the mold to head out of the other end successful and “intelligent”. In order to stymie the current cultural deprivation theory that runs rampant throughout schools and the districts that support them, we must change the way we prepare our teachers and leaders in education. The current preparation method looks to have teachers streamline their activities, grading and assessment while focusing little on the population they will teach. I wonder what it will take to reform the “teaching teachers” process so that we have candidates that enter the classroom seeking to understand their own biases and operating systems while connecting and affirming their students. To implement CRT in education we must start at the source which is the teacher preparation colleges.

This brings me to my topic for possible research. I have long thought that if teachers were immersed in their communities and fully understand both the local and larger socio-political context of where they teach they would be better educators. This article seem to lend support and urgency to this belief and my instinct to explore it in my own context. I personally know that the most effective teachers that I have seen know their kids extremely well and take intentional steps to steep themselves in the student experience. I believe one of my avenues for research may certainly pertain to discovering the value of building context both around the community and of the experience of the student.

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Funds of Knowledge Approach in 4th Grade Science