Información General

• Autores: Laura B Liu (coord.), Naashia Mohamed (coord.), Ching-Ching Lin (coord.), Clara Vaz Bauler (coord.), Kirti Kapur (coord.)
• Editores: IGI Global
• Año de publicación: 2025
• País: Estados Unidos
• Idioma: inglés
• ISBN: 9798369380949
• Texto completo no disponible (Saber más ...)

Resumen

• "This text intends to provide readers with guidance for understanding, engaging, and sustaining cultural, linguistic and ecological funds of knowledge in K-12 schools and university teacher education programs. This text provides perspectives and strategies to cultivate a vision and a process for this work

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• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Indonesian Teachers’ Experiences in Australia:: Leveraging Funds of Knowledge in Global Education

    Yayan Rahayani

    págs. 49-85

    

  • Exploring Funds of Knowledge and Culturally Responsive Practices in a Chinese & U.S. Teacher Education Partnership

    Laura B. Liu, Miao Pei

    págs. 86-112

    

  • Co-Learning in Action: A Collaborative Autoethnographic Study of Funds of Knowledge in Teacher Education

    Ching--Ching Lin, Rodrigo Bauler, Yuxuan Liu

    págs. 113-142

    

  • Voices of Identity:Integrating Lived Experiences in Responsive Education

    Aniqa Shah, Nahal Rodieck

    págs. 143-168

    

  • Stories That Connect:A Cross-Case Exploration of Family and Community Learning Through Read-Alouds

    Rong Zhang, Xuwei Luo, Christy Wessel Powell

    págs. 169-193

    

  • Exploring the Relevancy of the Funds of Identity Approach for Pre-Education Majors

    Brian Hibbs

    págs. 194-221

    

  • Incorporating Constructivist Learning Environments and an Acrostic Method for International Students in U.S. Colleges and Universities

    Hanaa Wahba

    págs. 222-249

    

  • Harnessing Funds of Knowledge in the Master of Teaching and Learning Program through a Culturally Responsive Approach

    Abdelhamid Helmy Safa

    págs. 250-285

    

  • Unlocking Multilingualism:The Transformative Role of Translanguaging in South African English First Additional Language Poetry

    Grace Mavhiza

    págs. 287-313

    

  • Funds of Knowledge as Ways of Languaging:Podcasting in Teacher Education

    Clara Vaz Bauler

    págs. 314-337

    

  • Becoming an English Teacher With a Multilingual Repertoire:: Funds of Knowledge of a Trilingual Novice English Teache

    Siqi Song

    págs. 338-366

    

  • From Colonial Legacy to Multilingual Education - Reviving and Leveraging Funds of Knowledge

    Kirti Kapur

    págs. 367-393

    

  • Engaging Intercultural Communication Through Translanguaging to Support Learner Identity

    Saman AngeAnge Michel Gougou, Emily Eichman, Djanhan Eric Koffi

    págs. 394-422

    

  • Enhancing Preservice Teachers’ Engagement with Asset-Based Pedagogies:: Curriculum Revision and Implications

    Min Seok Choi

    págs. 423-446

    

  • Designing an Educational Project from the Community Funds of Knowledge and Identity Approach:: Integrating Hybrid Methods and Local Knowledge

    Daniela Searle, Paula Boned Ribas, Antonia Sierralta, Julie Waddington

    págs. 448-476

    

  • Leveraging Students’ Funds of Knowledge, Language, and Identity:A Case for STEM Education in the United States

    May Jadallah, Jie Zhang

    págs. 477-503

    

  • Beautiful Future through a Window:Indigenous Funds of Knowledge

    Imran Tufail

    págs. 504-530

    

  • Bridging Home and Classroom:Harnessing Cultural and Ecological Wisdom in Teacher Education

    Muhammad Usman Tariq

    págs. 531-557

    

  • Nurturing Cultural and Ecological Wealth

    Goh Ying Yingsoon, Zhang Haiyan, Tang Xueming, Zhang Suyan, Chen Yiming, Tie Xiaoyao, Liu Wenpang

    págs. 558-587

    

  • Sustaining Funds of Knowledge Through Educational Policies:: Bridging the Gap Between Pre-Service Training and In-Service Application

    Julia Summers, Magda Ponce

    págs. 588-605

    

  • Integrating Koch Rajbongshi Indigenous Knowledge into Teacher Education:: Bridging Local Traditions with Global Standards

    Surjit Singha, Ranjit Singha, Jishamol Thomas, Melita Stephen Natal, Alphonsa Diana Haokip

    págs. 606-634

    

  • The Impact of Community-Engaged Education Practices on Teacher Professional Development in Crisis Situations

    Nataliia Avsheniuk, Nataliia Seminikhyna

    págs. 635-663