Designing educational projects in community contexts. A case study in Celrà (Catalonia, Spain)
DOI:
https://doi.org/10.18046/recs.i44.13Keywords:
Educational Design, Socio-Educational Ecosystem, Funds of Knowledge, Community Funds of Knowledge and Identity, Design-Based ResearchAbstract
Previous works have shown the need to contextualize learning in community settings to strengthen identity and social cohesion in culturally diverse contexts. Recently, the “Community Funds of Knowledge and Identity” approach has been suggested with the dual purpose of linking school work with the local context and fostering shared identifications; however, its implementation process has not been described. The objective of this design-based research was to illustrate the creation of an educational project by a study group formed by different social, educational, and community agents in the municipality of Celrà (Catalonia, Spain). Results show the need to foster ecological leadership, recognize previous work, and set a community milestone to articulate the collaborative work. Implications for school and public policies in education derived from the study are also discussed.
Downloads
References
Alvarez, Adriana; Peña-Teeters, Leah; Penuel, William; Esteban-Guitart, Moisès (2023). Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings. Learning, Culture and Social Interaction, 40, 1-14. https://doi.org/10.1016/j.lcsi.2023.100718
Anderson, Terry; Shattuck, Julie (2012). Design-Based Research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. https://doi.org/10.3102/0013189X11428813
Bell, Philip (2004). On the theoretical breadth of Design-Based Research in education. Educational Psychology, 39(4), 243-253. https://doi.org/10.1207/s15326985ep3904_6
Bronfebrenner, Urie (1979). The ecology of human development. Cambridge: Harvard University Press.
Collet, Jordi; Castillo, Josep (2023). De la “gobernanza instrumental mutua” a la “gobernanza del bien común”: hacia unas nuevas relaciones entre universidades y ciudades. RED: Revista de Educación a Distancia, 23(74), 1-17. https://doi.org/10.6018/red.539891
Collet, Jordi; Grinberg, Silvia (Eds.) (2022). Hacia una escuela para lo común. Debates, luchas y propuestas. Madrid: Morata.
Esteban-Guitart, Moisès (2021). Advancing the funds of identity theory: a critical and unfinished dialogue. Mind, Culture, and Activity, 28(2), 169-179. https://doi.org/10.1080/10749039.2021.1913751
Esteban-Guitart, Moisès (Ed.) (2024). Funds of knowledge and identity pedagogies for social justice. International perspectives and praxis from communities, classrooms, and curriculum. Londres y Nueva York: Routledge.
Esteban-Guitart, Moisès; Iglesias, Edgar; Serra, Josep Maria; Subero, David (2023). Community funds of knowledge and identity: A mesogenetic approach to education. Anthropology & Education Quarterly, 54(3), 307-317. https://doi.org/10.1111/aeq.12451
Esteban-Guitart, Moisès; Lalueza, José Luis; Zhang-Yu, Cristina; Llopart, Mariona (2019). Sustaining students’ cultures and identities. A qualitative study based on the funds of knowledge and identity approaches. Sustainability, 11(12), 34000. https://doi.org/10.3390/su11123400
Esteban-Guitart, Moisès; Moll, Luis (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Education, 20(1), 31-48. https://doi.org/10.1177/1354067X13515934
Gifre, Mariona; Esteban-Guitart, Moisès (2012). Consideraciones educativas de la perspectiva ecológica de Urie Bronfenbrenner. Contextos Educativos, 15, 79-92. https://doi.org/10.18172/con.656
González, Norma; Moll, Luis (2002). Cruzando el puente: Building bridges to Funds of Knowledge. Educational Policy, 16(4), 623-641. https://doi.org/10.1177/0895904802016004009
González, Norma; Moll, Luis; Amanti, Cathy (Eds.) (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Nueva Jersey: Lawrence Erlbaum Associates Publishers.
Hogg, Linda (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666-677. https://doi.org/10.1016/j.tate.2010.11.005
Hopkins, David; Higham, Rob (2007). System leadership: Mapping the landscape. School Leadership and Management, 27(2), 147-166. https://doi.org/10.1080/13632430701237289
Kawashima-Ginsberg, Kei; Levine, Peter (2014). Diversity in classrooms: The relationship between deliberative and associative opportunities in school and later electoral engagement. Analyses of Social Issues and Public Policy, 14(1), 394-414. https://doi.org/10.1111/asap.12038
Lin, Miranda; Bates, Alan (2010). Home visits: How do they affect teachers’ beliefs about teaching and diversity? Early Childhood Education Journal, 38(3), 179-185. https://doi.org/10.1007/s10643-010-0393-1
Llopart, Mariona; Esteban-Guitart, Moisès (2018). Funds of knowledge in 21st century societies: Inclusive educational practices for under-represented students. A literature review. Journal of Curriculum Studies, 50(2), 145-161. https://doi.org/10.1080/00220272.2016.1247913
Locatelli, Rita (2018). La educación como bien público y común: reformular la gobernanza de la educación en un contexto cambiante. UNESCO.
Locatelli, Rita (2019). Reframing education as a public and common good. Enhancing democratic governance. Cham, Suiza: Palgrave Macmillan.
Machancoses, Mireia (2021). El impacto de la aproximación fondos de conocimiento desde la visión de las docentes y las familias. Un estudio cualitativo. Revista Internacional de Educación para la Justicia Social, 10(1), 55-68. https://doi.org/10.15366/riejs2021.10.1.004
Moll, Luis (2019). Elaborating Funds of Knowledge: Community-Oriented Practices in International Contexts. Literacy Research: Theory, Method, and Practice, 68(1), 130-138. https://doi.org/10.1177/2381336919870805
Moll, Luis; Amanti, Cathy; Neff, Deborah; González, Norma (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141. https://doi.org/10.1080/00405849209543534
Naciones Unidas para la Educación, la Ciencia y la Cultura - UNESCO (2015). Replantear la educación: ¿Hacia un bien común mundial? UNESCO.
Naciones Unidas para la Educación, la Ciencia y la Cultura - UNESCO (2021). Reimaginar juntos nuestros futuros: un nuevo contrato social para la educación. UNESCO.
Oughton, Helen (2011). Funds of knowledge - a conceptual critique. Studies in the Education of Adults, 42(1), 63-78. https://doi.org/10.1080/02660830.2010.11661589
Penuel, William (2019). Co-design as infrastructuring with attention to power: Building collective capacity for equitable teaching and learning through design-based implementation research. En Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning (pp. 387-401), editado por Peters Joke-Voogt; Natalie Pareja-Roblin. Nueva York: Springer.
Penuel, William; Riedy, Barber; Michael, Peurach-Donald; LeBouef, Whitney; Clark, Tiffany (2020). Principles of collaborative education research with stakeholders: Toward requirements for a new research and development infrastructure. Review of Educational Research, 90(5), 627-674. https://doi.org/10.3102/0034654320938126
Poveda, David (2001). La educación de las minorías étnicas desde el marco de las continuidades-discontinuidades familia-escuela. Gazeta de Antropología, 17, 1-15. https://doi.org/10.30827/Digibug.7491
Rajala, Antti; Cole, Michael; Esteban-Guitart, Moisès (2023). Utopian methodology: Researhcing educational interventions to promote equity over multiple timescales. Journal of the Learning Sciences, 32(1), 110-136. https://doi.org/10.1080/10508406.2022.2144736
Ramos, Delma; Kiyama-Marquez, Judith (2021). Tying it all together: Defining the core tenets of funds of knowledge. Educational Studies, 57(4), 429-449. https://doi.org/10.1080/00131946.2021.1904932
Subero, David; Llopart, Mariona; Siqués, Carina; Esteban-Guitart, Moisès (2018). The mediation of teaching and learning processes through identity artefacts. A Vygotskian perspective. Oxford Review of Education, 44(2), 156-170. https://doi.org/10.1080/03054985.2017.1352501
Toh, Yancy; Jamaludin, Azilawati; Hung, Wei Loong; Chua, Paul Meng-Huat (2014). Ecological leadership: Going beyond system leadership for diffusing school-based innovations in the crucible of change for 21st century learning. The Asia-Pacific Education Researcher, 23, 835-850. https://doi.org/10.1007/s40299-014-0211-4
Vélez-Ibáñez, Carlos (1983). Bonds of mutual trust: Cultural systems of rotating credit associations among urban mexicans and chicanos. Nuevo Brunswick: Rutgers University Press.
Vélez-Ibáñez, Carlos (1995). The challenge of Funds of knowledge in urban arenas. The Anthropology of Lower Income Urban Enclaves. En The Anthropology of Lower Income Urban Encloaves (pp. 253-280), editado por Judith Freidenberg. Nueva York: Annals of New York Academy of Sciences.
Vélez-Ibáñez, Carlos (2020). Reflections of a transborder anthropologist. Tucson: University of Arizona Press.
Vélez-Ibáñez, Carlos; Greenberg, James (1992). Formation and transformation of Funds of knowledge among U.S. – Mexican Households. Anthropology and Education Quarterly, 23(4), 313-335. https://doi.org/10.1525/aeq.1992.23.4.05x1582v
Whyte, Kritin Lyn; Karabon, Anne (2016). Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the Funds of Knowledge approach. Early Years. An International Journal, 36(2), 207-221. https://doi.org/10.1080/09575146.2016.1139546
Zhang Yu, Cristina; García-Díaz, Sarai; García-Romero, David; Lalueza, José Luis (2021). Funds of identity and self-exploration through artistic creation: addressing the voices of youth. Mind, Culture, and Activity, 28(2), 138-151. https://doi.org/10.1080/10749039.2020.1760300
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Paula Boned, Elisabet Gubern, Elisenda Quintana, Moisès Esteban-Guitart
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
© Reserved Copyright
Material in this publication may be reproduced without authorization, provided the title, author and institutional source is acknowledged.
The content published in Revista CS is distributed under the Creative Commons BY-NC 4.0 Attribution/Recognition-NonCommercial 4.0 International license.
You are free to:
Share — copy and redistribute the material in any medium or format.
Adapt — remix, transform, and build upon the material.
Under the following terms:
Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
How to Cite
