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Political and Cultural Dimensions of Organizing Learning Around Funds of Knowledge


by Nancy Ares — 2010

Organizing learning around funds of knowledge requires that human sciences researchers attend to important cultural, social, historical, and political dimensions that lend complexity to incorporating youth cultural practices into school mathematics teaching and learning. An example of youth participatory action research into a nondominant youth practice—Spades card play—grounds this chapter in a practice view of culture.


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This article originally appeared as NSSE Yearbook Vol 109. No. 1.


Cite This Article as: Teachers College Record Volume 112 Number 13, 2010, p. 192-206
http://www.tcrecord.org ID Number: 18414, Date Accessed: 5/27/2017 7:43:43 AM

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About the Author
  • Nancy Ares
    University of Rochester
    E-mail Author
    NANCY ARES is an associate professor of teaching and curriculum at the University of Rochester’s Warner School of Education. Her research in high school mathematics classrooms focuses on studies of participation, agency, diversity, and pedagogy. In communities, her work emphasizes resource-rich approaches to understanding school and neighborhood revitalization. Recent publications include “Cultural Relevance in Design and Use of Networked Classroom Technologies” (2008, International Journal of Computer Supported Collaborative Learning), Youthfull Productions: Cultural Practices and Resource-Rich Constructions of Selves, Content and Space (2009, Peter Lang), and “Challenges in Operationalizing Cultural Practices in Classroom and Peer Communities” (2007, International Journal of Educational Research).
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