Funds of family knowledge and educational intervention

Understanding the Socio-historical Circumstances of Students

If there is an axiom worthy of high consideration in Pedagogy, it is that of the force that social relations can exert in the construction of knowledge. That is why it is important to analyze the experience of students who live in families in vulnerable situations. But taking into consideration that in these families and in their community environments there are also valuable educational resources, which we have to seize in schools for the benefit of children and their parents, doing an exercise of empowerment that can reach a sense of development professional in teaching.

The innovative proposal that is developed in this book is an invitation to approach the homes of boys and girls at risk of exclusion, to test recognition strategies from the registration of capacities in the family units themselves.

Miguel A. Santos Rego is a University Professor at the University of Santiago de Compostela (Faculty of Educational Sciences), where he has been Vice-Rector for Teaching Staff. He directs the Department of Pedagogy and Didactics, and coordinates the ESCULCA Research Group. He has published many studies.

Mar Lorenzo Moledo is a permanent teacher at the University of Santiago de Compostela. She is accredited as a University Professor. She has worked as coordinator of the doctorate in Education at USC. She is Vice-Rector for Culture, Equality and Services. She is a member of the ESCULCA Research Group.

Gabriela Míguez Salina has a degree in Pedagogy from the University of Santiago de Compostela (USC), a Master’s degree in advanced studies in Social and Cultural Anthropology from the Complutense University of Madrid and a PhD in Education from the USC. She is part of the ESCULCA Research Group.

Foreword. Norma E. Gonzalez. University of Arizona

1. Theory and history of Funds of Knowledge in the social and educational field

What are the Funds of Knowledge? Brief historical note of its origin and development. Culture and identity: central axes in the Funds of Knowledge Use of Funds of Knowledge in formal education. Extracurricular implications.

2. Funds of Knowledge and family: educational alliance

Family socialization and child development. Funds of knowledge and families in situations of risk: the necessary mediation.

3. Funds of Knowledge: the value of social experience

Experiences in terms of justice and social change. Teachers, families, communities, students and researchers as agents of Funds of Knowledge. Experiences in: New Zealand, Spain, Australia and Uganda. Funds of Knowledge in higher education.

4. Funds of Knowledge and educational action

Origin and structure of the intervention program. Methodology and evaluation of the program. Achievements.