To explore how qualitative ethnographic approaches can document household knowledge and integrate cultural assets into classroom teaching.
Conducted qualitative ethnographic home visits to document household labor history, social networks, and community practices.
Established teacher-researcher collaborative study groups to translate documented household knowledge into classroom curricular units.
Identified rich intellectual and practical resources across diverse working-class households that are typically overlooked by deficit-oriented schooling models.
Enabled educators to create academically rigorous, culturally connected classroom curricula that enhanced student engagement and home-school relationships.
Abstract
(1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice: Vol. 31, Qualitative Issues in Educational Research, pp. 132-141.