Immigration Stories to Reveal Funds of Knowledge and Brave Spaces in Literacy Curriculum

2021 ◽  
Author(s):  
Erin McNeill
Keyword(s):  
Funds Of Knowledge ◽  
Literacy Curriculum

Early Literacy and Diversity

1995 ◽  
Vol 20 (1) ◽  
pp. 23-27 ◽  
Author(s):  
Susan Hill
Keyword(s):  
Early Literacy ◽  
Knowledge Building ◽  
Funds Of Knowledge ◽  
National Curriculum ◽  
Approaches To Teaching ◽  
Literacy Curriculum ◽  
Learning To Read ◽  
Language And Power ◽  
And Gender ◽  
Early Childhood Settings

There are many different approaches to teaching early literacy, however two major forces are at play in the 1990s. There are forces advocating National Curriculum standards, outcomes and accountability. Alternatively, a post-modern view explores the links between language and power in diverse communities. This paper argues from a post-modern position that early literacy benefits from exploring different ethnic experiences, racial and gender relationships as they enrich, extend and enliven learning to read and write. Several key principles for planning an early literacy curriculum are discussed including finding and using children's funds of knowledge’, building democratic communities in early childhood settings, honouring diversity amongst children and teachers, as well as finding strategies which effectively engage children. Finally, above all else, the notion of having fun together in reading and writing is stressed.

“There’s Not One Way to Do It:”: Latina Mothers’ Discipline Techniques

2021 ◽  
pp. 0192513X2199320
Author(s):  
Giselle Navarro-Cruz ◽  
Claudia Kouyoumdjian ◽  
Lorena Arias
Keyword(s):  
Young Children ◽  
Race And Ethnicity ◽  
Funds Of Knowledge ◽  
Latino Families ◽  
Western United States ◽  
Work History ◽  
Latina Mothers ◽  
Knowledge Framework ◽  
Challenging Tasks ◽  
Parent Educators

Discipline is one of the most challenging tasks for parents of young children. Parental choices of discipline can vary greatly by race and ethnicity (Coley et al., 2014). Research on Latino families’ choices of discipline has been inconsistent and from a deficit lens (Rodriguez, 2008). The current qualitative study uses a Funds of Knowledge framework to understand how Latina mothers from the Western United States with young children make decisions about disciplining their children. A thematic analysis of 42 interviews revealed that discipline choices were grounded in the mothers’ upbringing, education, and work history. The results of this study can inform parent educators, family therapists, and pediatricians to recognize that Latina mothers are not a homogeneous group and understand the underlying factors that determine their disciplinary strategies to better support their effort to discipline their children.

scholarly journals Development and Pilot Testing of a Food Literacy Curriculum for High School-Aged Adolescents

Nutrients ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 1532
Author(s):  
Lyndsey D. Ruiz ◽  
Marcela D. Radtke ◽  
Rachel E. Scherr
Keyword(s):  
High School ◽  
Low Income ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Expert Committee ◽  
Food Groups ◽  
Literacy Curriculum ◽  
Pilot Testing ◽  
Food Literacy ◽  
Trained Facilitator

Adolescent obesity and poor diet quality are increasingly prevalent and could be mitigated with attainment of food literacy. However, as these programs for adolescents are lacking, the purpose of this project was to develop a food literacy curriculum for high school-aged adolescents. The curriculum was designed in accordance with food literacy attributes and components utilizing Backward Design, Social Cognitive Theory, and Constructivism. After expert committee review, pilot testing was completed in two low-income communities by a trained facilitator and observer. Detailed observations were collected during pilot testing to assess achievement of learning objectives. Modifications were made to lesson procedures as required. The resulting curriculum, Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition, contains 12 modules of experiential lessons and application activities within three topics. Agriculture lessons concentrate on the food supply chain and food environments; nutrition lessons include food groups while focusing on nutrients of concern for underconsumption; and cooking lessons include food safety, budgeting, and preparation. Teens CAN provides a comprehensive and necessary approach to advancing food literacy in adolescents. Future directions include assessing dietary implications after participating in Teens CAN lessons and employment of an innovative two-tiered cross-age teaching model.

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