Exploring the Funds of Knowledge with 108 Guatemalan Teachers
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| Title: | Exploring the Funds of Knowledge with 108 Guatemalan Teachers |
|---|---|
| Language: | English |
| Authors: | Daniel, Mayra C. (ORCID |
| Source: | GIST Education and Learning Research Journal. Jan-Jun 2019 (18):142-160. |
| Availability: | Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://gistjournal.unica.edu.co/index.php/gist |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Cultural Capital, Student Attitudes, Teacher Attitudes, Cultural Background, Sociocultural Patterns, Indigenous Populations, Teacher Education, Barriers, Culturally Relevant Education, Foreign Countries, Reflection, Teacher Workshops, Attitude Change, Teacher Student Relationship, American Indian Students, American Indian Culture, Teaching Methods, Urban Areas, Educational Practices, Elementary Secondary Education, Faculty Development, Cultural Differences |
| Geographic Terms: | Guatemala |
| ISSN: | 1692-5777 |
| Abstract: | Using a reflective exercise designed for this study, Guatemalan educators explored their students' and their own cultural capital. The "cultural capsule exercise" served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country's schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers' ability to adjust the curriculum in consideration of learners' funds of knowledge. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1220111 |
| Database: | ERIC |
| Abstract: | Using a reflective exercise designed for this study, Guatemalan educators explored their students' and their own cultural capital. The "cultural capsule exercise" served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country's schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers' ability to adjust the curriculum in consideration of learners' funds of knowledge. |
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| ISSN: | 1692-5777 |
