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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 0000-0003-2702-0071), Burgin, Ximena D. (ORCID 0000-0002-3494-569X)
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
FullText Text:
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  Data: Exploring the Funds of Knowledge with 108 Guatemalan Teachers
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  Data: <searchLink fieldCode="AR" term="%22Daniel%2C+Mayra+C%2E%22">Daniel, Mayra C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2702-0071">0000-0003-2702-0071</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burgin%2C+Ximena+D%2E%22">Burgin, Ximena D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3494-569X">0000-0002-3494-569X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22GIST+Education+and+Learning+Research+Journal%22"><i>GIST Education and Learning Research Journal</i></searchLink>. Jan-Jun 2019 (18):142-160.
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  Data: 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
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  Data: 19
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Guatemala%22">Guatemala</searchLink>
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– Name: Abstract
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  Data: 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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  Data: As Provided
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  Data: 2019
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  Data: EJ1220111
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 142
    Subjects:
      – SubjectFull: Cultural Capital
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Cultural Background
        Type: general
      – SubjectFull: Sociocultural Patterns
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Teacher Workshops
        Type: general
      – SubjectFull: Attitude Change
        Type: general
      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: American Indian Students
        Type: general
      – SubjectFull: American Indian Culture
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Urban Areas
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Cultural Differences
        Type: general
      – SubjectFull: Guatemala
        Type: general
    Titles:
      – TitleFull: Exploring the Funds of Knowledge with 108 Guatemalan Teachers
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            NameFull: Burgin, Ximena D.
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              Y: 2019
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