Abstract Knowledge that students acquire outside school may not be recognized in school
when teachers have different social-cultural backgrounds than their students. The theory of …

Since the notion of funds of identity was first proposed, a large number of related works have
followed, most of which have been reviewed recently by Hogg and Volman. This special …

Recently, the notion of culturally sustaining pedagogy has been suggested to refer to
different educational practices that share the will to recognize, maintain and develop cultural …

Background This article explores the methodological foundations for a utopian methodology
as a form of Design-Based Intervention Research (DBR) that can guide the process of …

The current study is about students' engagement with socioscientific issues (SSI). We
explored the use of sources of knowledge about SSI and attitudes toward SSI among a …

Diversity in cultures, languages and identities is a valuable resource in urban education.
There is empirical evidence to support this assertion in the existing literature on funds of …

In this position paper, we introduce the concept of socioscientific capital (SSC) to denote
students' resources that unequivocally play a part when students learn about and make …

This theoretical article explores the concept of community funds of knowledge and identity to
complement the two related notions of funds of knowledge (focused on the knowledge and …

Teachers need the knowledge and dispositions to identify and dismantle barriers
contributing to persistent educational inequity. This work begins by centering equity in …

The purpose of this review of parental involvement scholarship was to examine
epistemologies and existent research pertaining to family engagement in the African …