This chapter shows the Funds of Knowledge (FoK) approach as a possible alternative to build bridges between families, research teams and schools that allows racist positions to be abandoned and provides evidence that contradicts the alleged social and cultural deficit with which Latin American migrant children are often associated. Providing updated evidence assists with the challenge of building an educational model based on respect and appreciation of cultural differences.We begin by describing the educational response of Chilean schools to the arrival of foreign students, identifying the main critical knots that, in our opinion, act as barriers to full inclusion. Subsequently, we address the theoretical and methodological FoK model and its application in a pioneering study in southern Chile. We conclude by discussing its possible use as a methodological strategy to generate intercultural dialog through the voices and stories of the families themselves as they discuss their migratory experiences and integration into the new context. Finally, we discuss the model adaptations necessary to make it viable within the educational context of advanced neoliberalism that hinders the possibility of curricular impact and transformation.
|Title of host publication||Funds of Knowledge and Identity Pedagogies for Social Justice|
|Subtitle of host publication||International Perspectives and Praxis from Communities, Classrooms, and Curriculum|
|Publisher||Taylor and Francis|
|Number of pages||15|
|State||Published - 1 Jan 2023|