A Liberating Education: Integrating Funds of Knowledge and Disciplinary Knowledge to Create Tools for Students' Lives

2020 ◽  
Vol 2020 (164) ◽  
pp. 39-48
Author(s):  
Milagros Castillo‐Montoya ◽  
Jillian Ives
Keyword(s):  
Funds Of Knowledge ◽  
Disciplinary Knowledge ◽  
Liberating Education

For a Sociology of Sectarianism

2020 ◽  
Author(s):  
Rima Majed
Keyword(s):  
Middle East ◽  
Knowledge Production ◽  
Social Stratification ◽  
Research Agenda ◽  
Disciplinary Knowledge ◽  
Area Studies ◽  
Specific Research ◽  
Sociological Literature

This chapter offers an overview of the study of sectarianism in the Middle East. It argues that, because it has often been treated as an area studies topic, the study of sectarianism has long been absent from the mainstream sociological literature. By bridging between disciplinary knowledge production and the area-specific research agenda, this chapter proposes some conceptual and methodological notes to advance our understanding of the sectarian phenomenon in the Middle East. This chapter is a call for the development of a “sociology of sectarianism,” one that moves beyond Middle East exceptionalism to study the phenomenon of sectarianism in its complexity by locating it historically and analyzing it globally within the broader interlocking systems of social stratification.

The “Legitimacy of Chinese Philosophy” Debate and the Global Extension of Disciplinary Knowledge

2019 ◽  
pp. 699-717
Author(s):  
Leigh K. Jenco
Keyword(s):  
Political Theory ◽  
Chinese Philosophy ◽  
Academic Discipline ◽  
Disciplinary Knowledge ◽  
Ongoing Debate ◽  
Comparative Political Theory ◽  
Chinese Thought ◽  
Forms Of Knowledge

This chapter argues that the ongoing debate about the “legitimacy of Chinese philosophy” (Zhongguo zhexue hefaxing) raises issues relevant to the globalization of knowledge. On its surface, the debate concerns whether Chinese thought can be meaningfully understood as “philosophy”; more generally, it asks how, in the very process of enabling their translation into presumably more “modern” languages of intellectual expression, the terms of a specific academic discipline shape and constrain the development of particular forms of knowledge. The debate reveals the power inequalities that underlie attempts to include culturally marginalized bodies of thought within established disciplines and suggests the range of alternatives that are silenced or forgotten when this “inclusion” takes place. Even contemporary invocations of “Chinese philosophy” are often unable to comprehend the stakes of the debate for many of its Chinese participants, who link the debate to enduring questions about the capacity of indigenous Chinese academic terms to compete successfully with Euro-American ones. These debates may illuminate questions currently motivating comparative political theory.

“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.

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