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Transcript of Home-school connections
design by Dóri Sirály for Prezi
Virtual school bags
spoken and written English
Well-schooled reading behaviours
Knowledge about white colonial history of Australia
Understandings of popular culture, animals, & computers
Three spoken languages
A love of music
Understanding of restaurant trade
Capacity to get on with a wide range of people
Knowledge about Vietnam, China, Thailand and Australia
Understanding that school is important
Family & school partnerships
Parent involvement example
Goal of schools
* to cultivate mutual trust
* to transform relationships with families so they are more inclusive, respectful & collaborative
1st value family knowledge
2nd understand how teacher/family relationships are power relationships
3rd understand how teacher/family relationships construct power-knowledge
Continually critically reflect & review your relationship & knowledge sharing practices
(MacNaughton & Hughes, 2000)
Funds of knowledge
who we are as cultural beings?
cultural influences that shape who we are
that capture our core values
Cultural memoirs & artefacts
Lifeworld is a Habermasian concept that acknowledges
Narrative – stories of a person’s life
Persona – identity, personality traits, how you present yourself
Affinity – worldviews, faith view, political alignment, personal
values and attitudes
Orientation – preferred ways of knowing, ways of learning,
ways of communicating (Kalantzis & Cope, 2012)
Knowledges embedded in community and
Term developed by Moll, Amanti, Neff & Gonzalez (1992) in their work with Mexican-American families. They recommend that teachers conduct ethnographic research of what is going on in the everyday life of student
Hughes, P., & Mac Naughton, G. (2000) Consensus, dissensus or community: the politics of parent involvement in early childhood education. Contemporary Issues in Early Childhood. 1 (3), 241-258.
Kalantzis, M., & Cope, B. (2012). Literacies. Melbourne: Cambridge University Press.
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132-141.
Home literacy practices