First Years, Funds of Knowledge and Third Spaces

Title
First Years, Funds of Knowledge and Third Spaces
Publication Date
2015
Author(s)
Masters, Yvonne
( author )
OrcID: https://orcid.org/0000-0002-1120-7950
Email: ymasters@une.edu.au
UNE Id une-id:ymasters
Charteris, Jennifer
( author )
OrcID: https://orcid.org/0000-0002-1554-6730
Email: jcharte5@une.edu.au
UNE Id une-id:jcharte5
Type of document
Conference Publication
Language
en
Entity Type
Publication
Publisher
University of South Carolina
Place of publication
South Carolina, United States of America
UNE publication id
une:18134
Abstract
Universities that engage with diversity embrace the demographic of their broader communities and ensure that their first-year programs cater for diverse student populations (Rissman, Carrington & Bland, 2013). They redress "marginalization of certain forms of knowledge and ways of knowing" (Gale & Parker, 2014, p.747). Students' cultural knowledge and the resources that they bring to their formal education are of great importance to their sense of belonging, an important aspect of the first year experience (Barton & Tan, 2009; Gonzalez & Moll, 2001; Hogg, 2011; Esteban-Guitart & Moll, 2014; Kift, Nelson & Clarke, 2010; Rios-Aguilar et al., 2011). Funds Of Knowledge (FoK) Can be described as social and cultural capital (Rios-Aguilar et al., 2011) In the form of the wide and varied resources that are possessed by adult learners. They are a useful model for research into the understandings and practices that adult learners bring to the classroom (Oughton, 2010).
Link
Citation
34th Annual Conference on The First-Year Experience Session Handouts

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