ABSTRACT
Research shows that the exclusion of families' funds of knowledge (FoK) from the curriculum contributes to low levels of school engagement. This study is part of an ongoing research project aiming to promote school engagement among students from immigrant backgrounds through the strategic use of FoK. We provide an overview of the project design and explain how it has been implemented in the specific context of early childhood education in a school in Catalonia. A qualitative approach is used to assess the effect of the process from the teacher perspective, contrasting positive aspects with some of the difficulties experienced. We conclude that including families' FoK in pedagogical practice can contribute towards improving student engagement and fostering more inclusive educational environments.
Algumas pesquisas mostram que excluir os fundos de conhecimento (FoK) das famílias do currículo escolar contribui para os baixos níveis de envolvimento na escola. Este estudo é parte de um projeto de pesquisa em andamento que visa promover o envolvimento dos estudantes de origem imigrante na escola, por meio do uso estratégico do FoK. Fornecemos uma visão geral do projeto e explicamos como ele foi implementado no contexto específico da educação infantil em uma escola na Catalunha. Foi utilizada uma abordagem qualitativa para avaliar o efeito do processo pela perspectiva do professor, contrastando aspectos positivos com algumas das dificuldades vivenciadas. Concluímos que a inclusão do FoK das famílias na prática pedagógica pode contribuir para melhorar o envolvimento dos alunos e promover ambientes educacionais mais inclusivos.
Las investigaciones demuestran que la exclusión de los fondos de conocimiento (FoK) de las familias del currículum contribuye a bajos niveles de compromiso escolar. Este estudio forma parte de una investigación en curso destinada a promover el compromiso escolar entre alumnos de origen inmigrante mediante el uso estratégico de FoK. Proporcionamos una descripción general del diseño del proyecto y explicamos cómo se ha implementado en el contexto específico de educación de primera infancia en un centro escolar en Cataluña. Aplicamos una metodología cualitativa para evaluar el efecto del proceso desde la perspectiva del profesorado, contrastando los aspectos positivos con algunas dificultades experimentadas. Concluimos que la inclusión de los FoK de las familias en la práctica pedagógica puede contribuir a mejorar el compro miso escolar y a fomentar un entorno educativo más inclusivo.
ABSTRACT
Parents from immigrant backgrounds must deal with normative parenting demands as well as unique challenges associated with acculturation processes. The current study examines the independent and interactive influences of acculturation conflict and cultural parenting self-efficacy (PSE; e.g., parents' confidence in instilling heritage, American, and bicultural values in their children) on perceptions of general parenting competence. Using data from 58 Asian American and 153 Latin American parents of children in grades 6-12, ethnic differences were also explored. Results suggest that lower acculturation conflict is associated with higher perceptions of general parenting competence for both Asian and Latin American parents. Higher cultural PSE is associated with higher perceived general parenting competence for Latino/a parents only. One significant interaction was found, and only for Asian Americans, whereby the negative association between acculturation conflict and perceptions of parenting competence was weaker for those who felt efficacious in transmitting heritage messages. Results are discussed in light of clinical implications and the need for further recognition and study of culturally relevant factors and frameworks among families from immigrant backgrounds.
