Examining 'funds of knowledge' of pre-primary children as they transition from home to school in Bhutan: In a context of 'Educating for Gross National Happiness'

Abstract

The research presented in this thesis underpins two related and timely educational issues in Bhutan. One is a perception that there is a mismatch between home experiences and school experiences for young children in Bhutan that limits their potential (National Education Framework, 2012; Ball, 2012). The other is the effort that is underway to infuse the Bhutanese education system with the values of Gross National Happiness (GNH). These two issues come together in this qualitative study that examines the local 'funds of knowledge' of four families in Bhutan. It explores the rich experiences of the families in their homes and community that form 'funds of knowledge' that can be linked to some of the principles of the GNH philosophy. As the children from the four families begin their first year of school, the study examines how the families' experience is shaped by the school's 'funds of knowledge' and explores possible improvements in the connections between the home, the community and the school that will enable children to engage in more meaningful learning experiences.