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Difficult funds of knowledge as pedagogical resources for critical consciousness development

Difficult funds of knowledge as pedagogical resources for critical consciousness development Nondominant youth faces complex structural inequalities and injustices that have a direct impact on their academic learning outcomes and psychosocial well-being. Research suggests that supporting the development of students’ critical consciousness not only improves their educational and career trajectories but also provides students with the tools, language and skills they need to examine, act upon and heal from the sociopolitical realities and injustices they face in their daily lives.Design/methodology/approachThis paper reports findings from a two-year Youth Participatory Action Research (YPAR) study conducted with students in a police-oriented Career and Technical Education program. YPAR was used as pedagogy for nondominant students to explore how to leverage their funds of knowledge (FK) in their learning and future careers as police officers to improve community–police relations.FindingsThis paper reports on one aspect of the findings from the YPAR project that includes: a) the relationship between students’ difficult FK, critical consciousness development and career aspirations; b) how, if left unaddressed, students’ difficult FK could mediate deficit and internally oppressive views of Communities of Color and other nondominant groups; and c) the power of transforming students’ difficult FK into pedagogical assets.Originality/valueEngaging students’ difficult FK can support critical consciousness development and facilitate students’ ability to navigate and resist oppressive spaces, sustain their well-being and empower themselves and their families and communities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Information and Learning Science Emerald Publishing

Difficult funds of knowledge as pedagogical resources for critical consciousness development

Neri, Rebecca Colina
Information and Learning Science , Volume 121 (9/10): 19 – Dec 15, 2020
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References (51)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2398-5348
DOI
10.1108/ils-02-2020-0022
Publisher site
See Article on Publisher Site

Abstract

Nondominant youth faces complex structural inequalities and injustices that have a direct impact on their academic learning outcomes and psychosocial well-being. Research suggests that supporting the development of students’ critical consciousness not only improves their educational and career trajectories but also provides students with the tools, language and skills they need to examine, act upon and heal from the sociopolitical realities and injustices they face in their daily lives.Design/methodology/approachThis paper reports findings from a two-year Youth Participatory Action Research (YPAR) study conducted with students in a police-oriented Career and Technical Education program. YPAR was used as pedagogy for nondominant students to explore how to leverage their funds of knowledge (FK) in their learning and future careers as police officers to improve community–police relations.FindingsThis paper reports on one aspect of the findings from the YPAR project that includes: a) the relationship between students’ difficult FK, critical consciousness development and career aspirations; b) how, if left unaddressed, students’ difficult FK could mediate deficit and internally oppressive views of Communities of Color and other nondominant groups; and c) the power of transforming students’ difficult FK into pedagogical assets.Originality/valueEngaging students’ difficult FK can support critical consciousness development and facilitate students’ ability to navigate and resist oppressive spaces, sustain their well-being and empower themselves and their families and communities.

Journal

Information and Learning Science – Emerald Publishing

Published: Dec 15, 2020

Keywords: Knowledge; Critical; Funds; Consciousness; Internalized; Of; Oppression

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