Funds of Knowledge in Chile: A possibility to counteract racism

Macarena Lamas Aicón, Karen Jaramillo Solar, Felipe Jiménez Vargas

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Resumen

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.

Idioma originalInglés
Título de la publicación alojadaFunds of Knowledge and Identity Pedagogies for Social Justice
Subtítulo de la publicación alojadaInternational Perspectives and Praxis from Communities, Classrooms, and Curriculum
EditorialTaylor and Francis
Páginas129-143
Número de páginas15
ISBN (versión digital)9781000913408
ISBN (versión impresa)9781032437231
DOI
EstadoPublicada - 1 ene. 2023
Publicado de forma externa

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