Finding and using students’ funds of knowledge and identity in superdiverse primary schools: a collaborative action research project

Sociocultural diversity in classrooms can result inequality, when discontinuities between school and home make children perform below their abilities. Funds of knowledge/identity theory makes a plea for building on the skills knowledge that students acquire families, communities peer groups, may not be recognised by teachers, they are from different sociocultural backgrounds to students. In collaborative action research project authors investigated how primary teachers use students’ funds (FoK/I) superdiverse classrooms. Data were collected through pre-structured logbooks, teacher interviews focus groups. The analyses framework suggests ways find FoK, categorises FoK/I-related teaching practices along two dimensions: (1) individual resources vs. collective resources; (2) scope activities. also identify sources FoK/I discuss pedagogical competences need integrate into teaching.