Refining and building on the concept in a sophisticated and multidisciplinary way, this book uses a funds of knowledge approach and connects it to other key conceptual frameworks in education to examine issues related to the access and transition to college, college persistence and success, and pedagogies in higher education. Research on funds of knowledge has become a standard reference to signal a sociocultural orientation in education that seeks to build strategically on the experiences, resources, and knowledge of families and children, especially those from low-income communities of color. Challenging existing deficit thinking in the field, the contribution of this unique and timely book is to apply this concept to and map future work on funds of knowledge in higher education.
Table of Contents
Chapter 1: Funds of Knowledge: Origins and Use in the Field of Education (Cecilia Rios-Aguilar & Judy Marquez Kiyama)
Section 1: Enriching the Concept of Funds of Knowledge
Chapter 2: A Review of Existing Research on Funds of Knowledge and the Forms of Capital (Judy Marquez Kiyama, Cecilia Rios-Aguilar, & Molly Sarubbi)
Chapter 3: A Complementary Framework: Funds of Knowledge and the Forms of Capital (Judy Marquez Kiyama & Cecilia Rios-Aguilar)
Chapter 4: Funds of Knowledge, Community Cultural Wealth, and Critical Race Theory (Luis Giraldo & Daniel Solórzano)
Section 2: College Access and Transition
Chapter 6: College Aspirations and Limitations: The Role of Educational Ideologies and Funds of Knowledge in Mexican American Families (Judy Marquez Kiyama)
Chapter 7: A Family Affair: Examining College-going among Sub-Saharan African Immigrants in the U.S. through Funds of Knowledge (Chrystal A. George Mwangi)
Section 3: Funds of Knowledge as a Pedagogical Tool for Student Success in Higher Education
Chapter 9: Funds of knowledge in Community Colleges (Juana Mora & Cecilia Rios-Aguilar)
Chapter 10: La Loteria: A Pedagogical Tool to Learn about Students’ Funds of Knowledge (Luis Garcia)
Chapter 11: Funds of knowledge as a Culturally Relevant Pedagogy in Higher Education (Judy Marquez Kiyama & Cecilia Rios-Aguilar)
Chapter 12: Conclusion: The Future of Funds of Knowledge in Higher Education (Cecilia Rios-Aguilar & Judy Marquez Kiyama)
About the Contributors
Judy Marquez Kiyama is an Associate Professor in the Higher Education department at the University of Denver’s Morgridge College of Education. Dr. Kiyama’s research examines the structures that shape educational opportunities for underserved groups through an asset-based lens to better understand the collective knowledge and resources drawn upon to confront, negotiate, and (re)shape such structures. Her research is organized in three interconnected areas: the role of parents and families; equity and power in educational research; and underserved groups as collective networks of change.
Cecilia Rios-Aguilar is Associate Professor of Education and Director of the Higher Education Research Institute in the Graduate School of Education and Information Studies at the University of California Los Angeles. Dr. Rios-Aguilar’s research is multidisciplinary and uses a variety of conceptual frameworks—funds of knowledge and the forms of capital—and of statistical approaches—regression analysis, multilevel models, GIS, and social network analysis—to study the educational and occupational trajectories of under-represented minorities. Dr. Rios-Aguilar’s research interests include critical quantitative research methods, big data, social media, community colleges, and educational policies. She obtained her Ph.D. in Education Theory and Policy from the University of Rochester, her M.S. in Educational Administration from the University of Rochester, and her B.A. in Economics from the Instituto Tecnológico Autónomo de México (ITAM).
"To my knowledge this is the first book that addresses exclusively higher education in a variety of social and cultural contexts…. And there is more. The book, edited ably by Ríos-Aguilar and Kiyama, also represents a challenge to the utility of the original funds of knowledge approach…and the need to adapt or supplement its core ideas and methods to a variety of circumstances of study. Congratulations to the editors and authors on the path-breaking volume they have prepared. It is bold work they have undertaken with the goal of helping others access resources in a variety of circumstances and succeed in their advanced studies."
From the Foreword by Luis Moll, University of Arizona, USA