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Description

This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies.

Edited by one of the premier international voices for the funds of knowledge approach, and in particular funds of identity theory, chapters foreground first-hand, participatory, research-practice experiences with learners, schools, and local communities. These experiences demonstrate the positive, social-justice inspired pedagogical actions that result in, and reveal, powerful possibilities for a decolonialised, antiracist praxis that aims to eradicate deficit thinking in education. Further, the inclusion of voices that are typically "othered" in the construction and distribution of academic knowledge make this a seminal volume in the field.

Ultimately, the volume will be of interest to scholars, students, and researchers working in the sociology of education, psychology of education, and those specifically dealing with antiracism, decolonialism, and equity within education.