Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

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.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase Political and Cultural Dimensions of Organizing Learning Around Funds of Knowledge
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

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
https://www.tcrecord.org ID Number: 18414, Date Accessed: 9/21/2021 9:23:18 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

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).
Member Center
In Print
This Month's Issue