Connecting Worlds: Funds of Knowledge as a Transformative Pedagogical Approach for the Inclusion of Migrant Children in Rural Schools = Conectando mundos: Los Fondos de Conocimiento como enfoque pedagógico transformador para la inclusión de la infancia migrante en las escuelas rurales
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| Title: | Connecting Worlds: Funds of Knowledge as a Transformative Pedagogical Approach for the Inclusion of Migrant Children in Rural Schools = Conectando mundos: Los Fondos de Conocimiento como enfoque pedagógico transformador para la inclusión de la infancia migrante en las escuelas rurales |
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| Language: | English Spanish |
| Authors: | Daniela Bachmann (ORCID |
| Source: | Culture and Education - Cultura y Educacion. 2026 38(2):361-374. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative Multilingual/Bilingual Materials |
| Descriptors: | Foreign Countries, Rural Schools, Transformative Learning, Migrant Children, Inclusion, Cultural Capital, Family Characteristics, Barriers, Educational Policy |
| Geographic Terms: | Chile |
| DOI: | 10.1177/11356405261435356 |
| ISSN: | 1135-6405 1578-4118 |
| Abstract: | Rural schools in Chile, as in other countries, face unprecedented challenges with the increase in migrant students, demanding pedagogical approaches that transcend traditional assimilationist responses. This article proposes the adoption of Funds of Knowledge (FoK) as a cultural-historical practice to genuinely address the inclusion of migrant children in rural educational contexts. Grounded in cultural-historical theory and Moll's conceptualization of family knowledge systems, we argue that FoK offers a transformative alternative to deficit-based educational models. This approach recognizes the cultural richness of families as legitimate pedagogical resources, thus promoting a natural continuity between home and school learning environments. We position FoK as particularly appropriate for rural schools due to their integrated nature within the community, which facilitates closer relationships between families and educators. The article critically examines current assimilationist policies and proposes FoK as a methodologically rigorous and culturally responsive framework that challenges dominant educational paradigms, advocating for pedagogical practices that honor diverse cultural resources and foster genuine educational inclusion. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1515533 |
| Database: | ERIC |
| Abstract: | Rural schools in Chile, as in other countries, face unprecedented challenges with the increase in migrant students, demanding pedagogical approaches that transcend traditional assimilationist responses. This article proposes the adoption of Funds of Knowledge (FoK) as a cultural-historical practice to genuinely address the inclusion of migrant children in rural educational contexts. Grounded in cultural-historical theory and Moll's conceptualization of family knowledge systems, we argue that FoK offers a transformative alternative to deficit-based educational models. This approach recognizes the cultural richness of families as legitimate pedagogical resources, thus promoting a natural continuity between home and school learning environments. We position FoK as particularly appropriate for rural schools due to their integrated nature within the community, which facilitates closer relationships between families and educators. The article critically examines current assimilationist policies and proposes FoK as a methodologically rigorous and culturally responsive framework that challenges dominant educational paradigms, advocating for pedagogical practices that honor diverse cultural resources and foster genuine educational inclusion. |
|---|---|
| ISSN: | 1135-6405 1578-4118 |
| DOI: | 10.1177/11356405261435356 |
