The role of teachers’ funds of knowledge and identity in the linguistically and culturally diverse classroom

Bibliographic Data

ID12814935
AuthorsMila Schwartz (0000-0002-3175-9357, Oranim Academic College of Education, corresponding author), Avital Konchiki (Oranim Academic College of Education)
Year2024
Volume20
Issue1
Pages70-86
Publication date2024-05-08
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDiaspora Indigenous and Minority Education (JOURNAL)
Journal identifiersISSN: 1559-5692 • E-ISSN: 1559-5706
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15595692.2024.2344810
OpenAlexW4396776533
LanguageEN
References cited29

This study aimed to explore how teachers' funds of knowledge and identity shape their beliefs and knowledge about linguistically and culturally diverse students and mediate the respective practices in the classroom. The study was conducted in a state religious secondary school in southern Israel, where approximately half of the students and teachers were immigrants. It adopted two qualitative research methods: case study and educational ethnography. The purposeful sampling was applied by zooming in on two secondary school teachers. Teachers' evidence obtained from semi-structured interviews was triangulated with field-notes, classroom video-recorded observations, and collected documents. It was found that the teachers became role models who empowered the students and engaged them in the learning process in their highly diverse classrooms. To conclude, the teachers' family histories, immigration experiences, languages, and cultures can be seen as meaningful tools for learning other languages and cultures and teaching students

Identity (music · Mathematics education · Pedagogy · Physics · Sociology · Educator Training and Historical Pedagogy · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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