What can be learned fromthe Puente experience about identifying and incor porating local funds of knowledge of Latino communities into precollege preparation? This article focuses on how Puente teachers and students can enhance their practice and mutual learning through ethnographic fieldwork in the students’home community. Through investigating the many local funds of knowledge that can be utilized to validate students’ identities as knowledgeable individuals who can use such knowledge as a foundation for future learning, both teachers and students can engage in a critical pedagogy predicated on resources and not deficits.
Get full access to this article
View all access options for this article.
References
1.
Abu-Lughod, L.
(1991). Writing against culture. In R. G. Fox (Ed.), Recapturing anthropology: Working in the present (pp. 137-162). Santa Fe, NM: School of American Research Press.
2.
Bordieu, P.
, & Passeron, J. C. (1990). Reproduction in education, culture & society. London: Sage.
3.
Cazden, C. B.
(2002). A descriptive study of six High School Puente classrooms. Educational Policy, 16, 496-521.
4.
Cole, M.
(1996). Cultural psychology. Cambridge, MA: Harvard University Press.
5.
Coleman, J. S.
, & Hoffer, T. (1987). Public and private high schools: The impact of communities. New York: Basic Books.
6.
Coleman, J. S.
, Hoffer, T., & Kilgore, S. (1982). High school achievement: Public, Catholic, and private schools compared. New York: Basic Books.
7.
Darder, A.
(1991). Culture and power in the classroom: A critical foundation for bicultural education. New York: Bergin & Garvey.
8.
Farfard, D.
(1992). Learningto use cooperative learning: Beyond Daedalus and Icarus. Journal of Education, 174(2), 100-117.
9.
Gándara, P.
(2002). A study of High School Puente: What we have learned about preparing Latino youth for postsecondary education. Educational Policy, 16, 474-495.
10.
Gándara, P.
, Gutiérrez, D., & O’Hara, S. (2001). Planningfor the future in rural and urban high schools. Journal of Education for Students Placed at Risk, 6(1/2), 73-93.
11.
Giroux, H.
(1988). Teachers as intellectuals. New York: Bergin & Garvey.
12.
González, N.
(1999). What will we do when culture does not exist anymore?Anthropology and Education Quarterly, 30(4), 431-435.
13.
González, N.
, & Amati, C. (1997). Teaching anthropological methods to teachers: The transfor mation of knowledge. In C. Kottak, J. White, R. Furlow, & P. Rice (Eds.), The teaching of anthropology: Problems, issues and decisions (pp. 353-359). Mountain View, CA: Mayfield Publishing.
14.
González, N.
, Andrade, R., & Carson, C. (2001). Creatinglinks between home and school mathematics practices. In E. McIntyre, A. Roseberry, & N. González (Eds.), Classroom diversity: Connecting curriculumto students’lives (pp. 100-114). Portsmouth, NH: Heinemann.
15.
González, N.
, Andrade, R., Civil, M., & Moll, L. (2001). Bridging funds of distributed knowledge: Creating zones of practices in mathematics. Journal of Education for Students Placed at Risk6(1/2), 115-132.
16.
González, N.
, Moll, L., Tenery, M. F., Rivera, A., Rendon, P., Gonzales, R., et al. (1995). Funds of knowledge for teaching in latino households. Urban Education, 29(4), 444-471.
17.
Gutierrez, K. D.
, Asato, J., & Baquedano-Lopez, P. (2001). English for the children: The new literacy of the old world order, language policy, and educational reform. Bilingual Research Journal, 24, 87-112.
18.
Ireland, D. V. (2000). The implementation of a collaborative peer interactive mathematics class-roomlearning environment. Unpublished doctoral dissertation, Curtin University of Technology, Australia.
19.
Lave, J.
, & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
20.
Lee, C. D.
, & Smagorinsky, P. (2000) Vygotskian perspectives on literacy research: Constructing meaning through collaborative activity. Cambridge, UK: Cambridge University Press.
21.
Luke, A.
(2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent and Adult literacy, 43(5), 448-461.
22.
Manyak, P.
(2000, December). Legitimate peripheral participation, classroom literacy and Latina/o children. Paper presented at the National Reading Conferences, Scottsdale, AZ.
23.
McIntyre, E.
, Rosebery, A., & González, N. (2001). Classroom diversity: Connecting curricu lumto students’lives. Portsmouth, NH: Heinemann.
24.
Moll, L. C.
(1992). Bilingual classroom and community analysis: Some recent trends. Educational Rearcher, 21(2), 20-24.
25.
Moll, L. C.
(1998). Turningto the word: Bilingualism, literacy and the cultural mediation of thinking. National Reading Conference Yearbook, 47, 59-75.
26.
Moll, L. C.
(2001). Through the mediation of others: Vygotskian research on teaching. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.), pp. 111-129. Washington, DC: American Educational Research Association.
27.
Pontecorvo, C.
(1993). Forms of discourse and shared thinking. Cognition and Instruction, 11(3/4), 189-196.
28.
Pradl, G. M.
(2002). Linking in structional intervention and professional development: Usingthe ideas behind Puente high school English to inform educational policy. Educational Policy, 16, 522-546.
29.
Rodseth, L.
(1998). Distributive models of culture: A Saperian alternative to essentialism. American Anthropologist, 100, 55-69.
30.
Scribner, S.
(1990). Reflections on a model. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 12(3), 90-94.
31.
Tierney, W. G.
(1999). Models of minority college-going and retention: Cultural integrity versus cultural suicide. Journal of Negro Education, 68(1), 80-91.
32.
Tierney, W. G.
(2000). Power, identity, and the dilemma of college student departure. In J. M. Braxton (Ed.), Reworking the student departure puzzle. Nashville, TN: Vanderbilt University Press.
33.
Tierney, W. G.
(2002). Parents and families in precollege preparation: The lack of connection between research and practice. Educational Policy, 16, 588-606.
34.
Tomasello, M.
(1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
35.
Vygotsky, L. S.
(1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
36.
Wells, G.
(1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press.
