Abstract
The question of teaching and researching for social justice has been explored in relation to the Funds of Knowledge approach which involves researchers and teachers undertaking ethnographic research in disadvantaged students’ households (Moll et al., 1992; Gonzales et al., 2005). The notion of household knowledge has subsequently been extended to include hybrid spaces that transcend the household (Moje et al., 2004), including vernacular literacies such as pop culture (Hattem et al., 2009). However, the impact of the Internet and cyberspace on the way community and the household knowledge is defined in the Funds of Knowledge literature has yet to be fully explored. My paper addresses this by introducing the notion of cyber literacies and cyber communities which I link to the notion of “funds of identity” (Esteban-Guitart & Moll, 2014; Joves et al., 2015). Specifically, in my project, I will be looking at how the ethnographic approaches identified by researchers working within the “household” paradigm can be adapted to accommodate the decentred geography of cyberspace. I argue that the notion of the local, such as community and the household, needs to be extended to accommodate the effects of globalisation which increasingly blur the line between local and global. By extending the notion of the household and the local community into cyberspace and proposing a methodology for doing this, teachers can draw on “cyber” funds of knowledge that resonate with students’ real life experiences and burgeoning identities, thereby simultaneously transcending and remaining contiguous with the classroom.
Author Information
Adam Poole, University of Nottingham, Ningbo, China
Paper Information
Conference: ECE2016
Stream: Educational change through technologies
This paper is part of the ECE2016 Conference Proceedings (View)
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