The incorporation of funds of knowledge and funds of identity of students and their families into educational practice. A case study from Catalonia, Spain
作者： Pol Jovés , Carina Siqués , Moisès Esteban-Guitart
DOI: 10.1016/J.TATE.2015.03.001
关键词:
摘要: Abstract This article illustrates how students' ‘funds of identity’ can be used pedagogically to enrich the knowledge’ approach. The concept emphasizes interests through incorporation their creative works within pedagogical space conducted by teacher. Students invest identities in creation some artifacts, which become educational resources teachers class affirm and foster academic development. paper shows a teaching unit using funds identity approach is created discusses about significance working study groups for teacher
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