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Political and Cultural Dimensions of Organizing Learning Around Funds of Knowledge by Nancy Ares - 2010Organizing 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 109. No. 1. |
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- 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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