Funds of Knowledge in Higher Education

<p>Refining and building on the concept in a sophisticated and multidisciplinary way, this book uses a funds of knowledge approach and connects it to other key conceptual frameworks in education to examine issues related to the access and transition to college, college persistence and success, and pedagogies in higher education. Research on funds of knowledge has become a standard reference to signal a sociocultural orientation in education that seeks to build strategically on the experiences, resources, and knowledge of families and children, especially those from low-income communities of color. Challenging existing deficit thinking in the field, the contribution of this unique and timely book is to apply this concept to and map future work on funds of knowledge in higher education. </p> <p>Foreword</p><p>Preface</p><p>Acknowledgements</p><p>About the Editors</p><ol> <b> </b><p> </p> <li>Introduction: <b>The Need for a Funds of Knowledge Approach in Higher Education</b><br>CECILIA RIOS-AGUILAR AND JUDY MARQUEZ KIYAMA </li> <b> </b><p>PART 1 Enriching the Concept of Funds of Knowledge</p> <p> </p> <li>A Complementary Framework: <b>Funds of Knowledge and the Forms of Capital</b><br>CECILIA<i> </i>RIOS-AGUILAR AND JUDY MARQUEZ KIYAMA</li> <b> </b><p> </p> <li>A Review of Existing Research on Funds of Knowledge and the Forms of Capital<br>JUDY MARQUEZ KIYAMA, CECILIA RIOS-AGUILAR, AND MOLLY SARUBBI</li> <b> </b><p> </p> <li>From Incarceration to Community College: <b>Funds of Knowledge, Community Cultural Wealth, and Critical Race Theory</b><br>LUIS G. GIRALDO, DANIEL SOLORZANO, AND ADRIAN H. HUERTA</li> <b> </b><p> </p> <li>La Lotería as Creative Resistance:<b> The</b> <b>Funds of Knowledge, Critical Pedagogy, and Critical Race Theory in Art Education</b><br>LUIS-GENARO GARCIA</li> <b> </b><p>PART 2 College Access and Persistence</p> <b> </b><p> </p> <li>College Aspirations and Limitations: The Role of Educational Ideologies and Funds of Knowledge in Mexican American Families<br>JUDY MARQUEZ KIYAMA</li> <b> </b><p> </p> <li>A Family Affair: Examining College-going among Sub-Saharan African immigrants in the U.S. through a Funds of Knowledge Lens<br>CHRYSTAL A. GEORGE MWANGI</li> <b> </b><p> </p> <li>"Hacerle La Lucha": Examining the Value of Hard Work as a Source of Funds of Knowledge of Undocumented, Mexican Ivy League Students<br>GLORIA MONTIEL</li> <b> </b> <p>PART 3 Funds of Knowledge as a Pedagogical Tool for Student Success in Higher Education</p> <p> </p> <li>Aligning Practice with Pedagogy: <b>Funds of Knowledge for Community College Teaching</b><br>JUANA MORA AND CECILIA RIOS-AGUILAR</li> <b> </b> <p> </p> <li>Learning from Students’ Career Ideologies and Aspirations: Utilizing a Funds of Knowledge Approach to Reimagine Career and Technical Education (CTE)<br>REBECCA NERI</li> <b> </b> <p> </p> <li>Funds of Knowledge as a Culturally Responsive Pedagogy in Higher Education<br>JUDY MARQUEZ KIYAMA, CECILIA RIOS-AGUILAR, AND REGINA DEIL-AMEN</li> <b> </b> <p> </p> <li>Conclusion: The Future of Funds of Knowledge in Higher Education<br>JUDY MARQUEZ KIYAMA AND CECILIA RIOS AGUILAR </li> </ol><p>Contributors</p><p>Index</p>