Open AccessFunds of Knowledge: An examination of theoretical frameworks
Author(s) -
Linda Hogg
Publication year - 2012
Publication title -
the new zealand annual review of education
Language(s) - English
Resource type - Journals
eISSN - 1178-3311
pISSN - 1171-3283
DOI - 10.26686/nzaroe.v21i0.4042
Subject(s) - identification (biology) , situated , sociology , epistemology , economic justice , work (physics) , conceptual framework , social theory , psychology , activity theory , pedagogy , social science , political science , computer science , mechanical engineering , philosophy , botany , artificial intelligence , law , biology , engineering
This review of funds of knowledge (FoK) literature relating to school settings analysed the conceptual bases reported in fifty texts. Findings reveal diverse theoretical frameworks, including socio-cultural learning theory, critical theory, hybridity theory, systems theory, and the difference theory of caring. Findings regarding links between key theories and the FoK concept are presented. The paper relates FoK work to social justice issues in New Zealand schooling, and discusses issues arising from the diverse theoretical frameworks within which FoK work is situated. Identification of theoretical frameworks is recommended to enhance richness, depth of thinking, and opportunities for transformation in future discourse.
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