FUNDS OF

KNOWLEDGE
Michaela G. Schnetzer
Many Farms High School
EDU 551
December 6, 2016
Funds of Knowledge are the historically
accumulated and culturally developed
bodies of knowledge and skills essential for
household or individual functioning and
well-being; in essence, the knowledge
students gain from their family and cultural
backgrounds (Lopez, 2006).

Examples of Funds of Knowledge include:

Surface culture: food, holidays, clothing

Shallow culture: child-rearing strategies,
personal conduct, unspoken rules
Deep culture: community, spirituality,
world view
(Hammond, 2015)

WHAT ARE FUNDS OF

KNOWLEDGE?
CULTURAL
VALUES
According to Websters Dictionary

culture (klchr) n.
The totality of socially transmitted behavior patterns, arts, beliefs, institutions, and
all other products of human work and thought; These patterns, traits, and
products considered as the expression of a particular community, period, class, or
population; The predominating attitudes and behavior that characterize the
functioning of a group or organization.

values n.
Beliefs of a person or social group in which they have an emotional investment

Therefore, cultural values are:

The commonly held standards of what is acceptable or

unacceptable, important or unimportant, right or wrong, workable
or unworkable, etc., in a community or society; in essence,
individual beliefs shaped by the beliefs of ones culture.
COMMUNITY BACKGROUND
Community background, or community cultural wealth, are the
resources, skills, and abilities learned not only in the home, but
through the community as a whole, and how the community impacts
learning (Saathoff, 2015).

Community background includes:

-economic status
-employment opportunities
-housing
-provided healthcare (or lack of)
-impact of violence
-youth programs (or lack of)
-language
The bodies of knowledge and
skills brought to the classroom
are developed through cultural
values, both inside the home
and by other community
resources, or lifeworlds (Zipin
et al., 2012). Both influence
cognitive development and can
be utilized by educators to
connect new learning to prior
knowledge, which is critical to
retaining information within the
brain. Therefore, the use of
Funds of Knowledge and
cultural values in order to drive
curriculum development is not
mutually exclusive, but
instead, vitally harmonious and
mutually beneficial.
AN EXAMPLE:
MANY FARMS HIGH SCHOOL AND
THE NAVAJO NATION
Funds of Knowledge
- Bilingual (English and Navajo, some Hopi)
- Ndaa, Yeibichii ceremonies
- Heavy Mormon influence
- Matriarchal society, women and young girls are held to higher standards
- Some families refuse modern medicine, especially for mental illness, and prefer
traditional treatments
- Horse people proficient in animal management
- Childcare is a family/community effort
- Many families have no running water
- School are viewed with skepticism due to the white washing of indigenous
peoples during the age of Indian Relocation and Indian Removal
- Often one family member will provide for not only the nuclear family, but
extended family members as well.
- Dependence on welfare, WIC, and other sources of income is prevalent due to an
over 50% unemployment rate
- Collectivist society

Cultural Values
For the Navajo, food is a cultural
staple that extends beyond simple
nourishment. Food acts as a symbol
of prosperity and generosity, and is
also used to bond families,
community members, and welcome
strangers in to a very closed society.
When someone is invited in to the
home, food is offered. If food is not
offered, or not accepted by the visitor
when offered, it is seen as rude and a
display of misery or conceitedness.
Therefore, it is crucial that when
events or meeting with parents are
held at the school, food be offered.
Community Background
Many Farms, Arizona, as well as
the Navajo Nation as a whole,
exists in extreme poverty due
to the high unemployment rate
and lack of career
opportunities. Because of the
economic strains on most
families, participation in a
childs schooling is often
neglected. For example,
vehicles are not available for
long distance travel and work
schedules do not allow for
flexibility and therefore
consistent attendance. Schools
must take the initiative to
instigate active participation of
families because multiple
studies have shown that the
more parents encourage and
support their children's efforts
in education and the higher the
A students world-view, which is defined
by cultural values and community
backgrounds, influences choice,
behavior, and cognitive development. It
is crucial that educators use this
information as a guide to creating
meaningful learning experiences. These
experiences can range from simple
modes of conduct to entire units of
instruction.

Ex. When a student is spoken to for poor

behavior, unlike in most western
societies, eye contact should not be
demanded. The Navajo see eye contact
with elders when being scolded as a
display of defiance and disrespect. This
simple CULTUREIS
ONES gesture buildsPART
a relationship
OF HOW THEof BRAIN MAKES SENSE OF
mutual
THE respect
WORLD ANDand increases
HELPS the
US FUNCTION IN OUR ENVIRONMENT
students trust
(HAMMOND, in the instructor.
2015).
DIFFERENTIATE
D INSTRUCTION
When student populations represented within a classroom are diverse, culturally
and otherwise, learning experiences and outcomes must be differentiated in order
to accommodate for the needs of each child. Differentiated instruction provides a
framework for educators that addresses learner variance, with the primary goal
being to make certain that teachers focus on processes and procedures that
ensure effective learning for varied individuals (Tomlinson & McTighe, 2006).

It is important to remember that differentiation does not mean that expectations

for students vary; it simply means that the process for reaching high expectations
and learning outcomes may require a different path for each child.
According to Tomlinson and
McTighe, the following teacher
characteristics are critical to
assisting learners through
differentiated instruction:

1. They establish clarity about curricular

essentials.
2. They accept responsibility for learner
success.
3. They develop communities of respect.
4. They build awareness of what works
for each student.
5. They develop classroom management
routines that contribute to success.
6. They help students become effective
partners in their own success.
7. They develop flexible classroom
teaching routines.
8. They expand a repertoire of
instructional strategies.
9. They reflect on individual progress
with an eye toward curricular goals
Once educators have completed the footwork
necessary to gather Funds of Knowledge, cultural
values, and community background information, they
are able to create curricula that engages all students,
regardless of diversity, through differentiated
instruction. Successful learning outcomes can only be
reached when educators are aware and
knowledgeable of their students, their families, and
the communities from which they originate.
Funds of Successf
Differentiat
Knowledge ul
ed
Cultural Values Learning
Instruction
Community Outcome
Background s

PUTTING IT ALL TOGETHER

PUTTING IT IN TO
PRACTICE
Complete the Early
Childhood Learning and
Knowledge Centers Funds of
Knowledge chart, based on
you and your family.

Once complete, share the

provided information
amongst your groupmates,
making sure to acknowledge
commonalities.
CREATE TWO
ACTIVITIES
Activity 1:
Using identified commonalities
between group members, create a
content-based learning opportunity
that utilizes this similarity.

Activity 2:
Create a content-based learning
opportunity that differentiates
instruction in order to accommodate
diverse needs identified through the
Funds of Knowledge chart, but
ultimately leads students to the
same outcome.

Document your work on large

paper, and be prepared to share
your learning process with the
entire group!
 REFERENCES
Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting
authentic engagement and rigor among culturally and linguistically diverse
students. London: Corwin.
Lopez, J. K. (2006). Funds of Knowledge. Retrieved from
http://www.learnnc.org/lp/pages/939?style=print
Saathoff, S. D. (2015). Funds of Knowledge and Community Cultural Wealth:
Exploring How Pre-Service Teachers Can Work Effectively with Mexican and
Mexican American Students. Critical Questions in Education, 30-40. Retrieved
December 6, 2016, from http://files.eric.ed.gov/fulltext/EJ1051078.pdf
Tomlinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction and
Understanding by Design. Alexandria, VA: Association for Supervision &
Curriculum Development. Retrieved December 7, 2016, from GCU Library
Resources.
Willeto, A. A. (1999, January 1). Navajo Culture and Family Influences on
Academic Success: Traditionalism is Not a Significant Predictor of Achievement
Among Young Navajos. Journal of American Indian Education, 38(2), 1-24.
Retrieved December 7, 2016, from GCU Library Resources.
Zipin, L., Sellar, S., & Hattam, R. (2012, May). Countering and exceeding
capital: A funds of knowledge approach to re-imagining community.
Discourse: Studies in the Cultural Politics of Education, 33(2), 179-192.
doi:10.1080/01596306.2012.666074