Funds of Knowledge: An examination of theoretical frameworks

Linda Hogg

doi:10.26686/nzaroe.v21i0.4042

Authors

Linda Hogg Victoria University of Wellington https://orcid.org/0000-0001-6048-7381

DOI:

https://doi.org/10.26686/nzaroe.v21i0.4042

Abstract

This review of funds of knowledge (FoK) literature relating to school settings analysed the conceptual bases reported in fifty texts. Findings reveal diverse theoretical frameworks, including socio-cultural learning theory, critical theory, hybridity theory, systems theory, and the difference theory of caring. Findings regarding links between key theories and the FoK concept are presented. The paper relates FoK work to social justice issues in New Zealand schooling, and discusses issues arising from the diverse theoretical frameworks within which FoK work is situated. Identification of theoretical frameworks is recommended to enhance richness, depth of thinking, and opportunities for transformation in future discourse.

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Author Biography

Linda Hogg, Victoria University of Wellington

Linda Hogg is a Pākehā lecturer in the School of Educational Psychology and Pedagogy in the Faculty of Education, Victoria University of Wellington, New Zealand. She is currently completing her doctorate, which explores the applicability of the funds of knowledge concept in New Zealand secondary schools. Linda has a background in teaching in Māori and Pasifika communities, in both New Zealand and the Cook Islands. Her research relates to her interest in social justice issues, including funds of knowledge, culturally responsive pedagogy, and collaborative methodologies.

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