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The concept of \"funds of knowledge\" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents \"how to do school\" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristi

Place‐based education focuses on leveraging places, contexts, and environments to connect students meaningfully with their own communities and those they are studying. Guided by place‐based learning theory within the context of language learning, this study examined how 154 US‐based K‐16 language educators perceived place and space, and how they understood and implemented place‐based pedagogies (PBP) in their teaching practices. The study employed a mixed‐methods approach, incorporating both a 40‐question survey and semistructured interviews with five educators representing various educational tiers and institution types to investigate language teachers' perspectives on the role of place and PBP in foreign language teaching and learning. The results of this study will inform the development of innovative teaching materials on PBP in language education, bridging the gap between theory and practice.

Recent theoretical research suggests that socio-cognitive mindfulness and place-based education, when used together, may have a synergistic benefit. The purpose of the study was to examine how mindfulness influences the experience of educators engaged in place-based teaching. A qualitative, constructivist grounded theory approach was used to guide data collection and analysis related to teachers at a school that has placed-based education (PBE) as a central theme. The study design included a workshop about mindfulness with follow-up instructional emails sent throughout the semester, via which data were collected. Multiple interviews with each of the three teachers explored how they constructed meaning around their experiences using socio-cognitive mindfulness and PBE together. Results indicated that practiced together, mindfulness and PBE created a synergy that benefited the learning environment by enhancing PBE planning and allowing teachers to experience place more deeply all the while providing a richer problem-posing format for content delivery. Educators may find mindful place-based education to be a tool that deepens the learning experience for instructors and students.

Place-based education (PBE) is a situated, context-rich, transdisciplinary teaching and learning modality distinguished by its unequivocal relationship to place, which is any locality that people have imbued with meanings and personal attachments through actual or vicarious experiences. As an observational and historical science, geoscience is highly dependent on place, and place-based curricula and instructional methods apply to geoscience education. The sense of place operationalizes the human connection to place and functions as a definable and measurable learning outcome for PBE. Although PBE is rooted in historic and indigenous teaching philosophies, it has gained particular notice and traction in concert with more recent interest in environmental education, sustainability, and diversity in geoscience. This paper presents a current review of theory and research methods that have directly informed development of curriculum and instruction in, authentic assessment of, and implementation of PBE in geoscience sensu lato (Earth-system and environmental sciences); a survey of place-based teaching in geoscience currently or recently practiced across different grade levels and situated in different places, regions, and cultures; information about teaching and assessment methods for those who may be interested in adopting the place-based modality; and suggested future directions for research, practice, and assessment in PBE in geoscience.

\"The School Garden Curriculum provides an integrated K-8 framework and over 200 weekly lessons that weave science, permaculture, and environmental education into place-based, immersive learning. For teachers aiming to blend science and life skills while inspiring environmental stewardship.\"-- Provided by publisher.

Within the framework of current educational policies on citizenship education, which promote the appraisal of the local dimension of educational activities as a direct context for the development of situated citizenship practices (AR, 2018), this article examines community-based approaches to citizenship education in rural schools and communities located in the border regions of mainland Portugal. From a theoretical perspective, the study adopts a maximalist conception of citizenship education, emphasising its experiential nature and community orientation, and draws on place-based education approaches. These perspectives place local realities, collective action, and the involvement of community actors at the centre of citizenship formation. Methodologically, we use data from a mixed-methods study conducted in 29 schools, including documentary analysis of schools’ educational projects, activity programmes and citizenship education strategies, semi-structured interviews with teachers coordinating citizenship education, and a questionnaire survey distributed to secondary education students. The results reveal a variety of initiatives and areas of community engagement led by schools, aimed at promoting well-being and valuing local cultures and realities. At the same time, the study identifies the different roles played by community actors – including schools, stakeholders, and young people – in fostering community well-being and social cohesion. En el marc de les polítiques educatives contemporànies relatives a l’educació per a la ciutadania, que promouen la valoració de la dimensió local de les activitats educatives com a context directe per al desenvolupament de pràctiques situades de ciutadania (AR, 2018), aquest article examina enfocaments comunitaris d’educació per a la ciutadania en escoles rurals i comunitats de les regions frontereres del Portugal continental. Des d’una perspectiva teòrica, s’adopta una concepció maximalista de l’educació per a la ciutadania, que en destaca el caràcter experiencial i l’orientació comunitària, i que s’inspira en els plantejaments de l’educació basada en el lloc. Aquests enfocaments situen al centre les realitats locals, l’acció col·lectiva i la implicació d’actors comunitaris en els processos formatius de ciutadania. Metodològicament, l’estudi es fonamenta en un enfocament de mètodes mixtos aplicat en 29 escoles, que va incloure l’anàlisi documental de projectes educatius, programes d’activitats i estratègies de ciutadania; entrevistes semiestructurades amb docents coordinadors d’educació per a la ciutadania; i un qüestionari adreçat a estudiants d’educació secundària postobligatòria. Els resultats evidencien una àmplia diversitat d’iniciatives i modalitats de participació comunitària impulsades per les escoles, orientades a promoure el benestar i a valorar les cultures locals. Així mateix, s’identifiquen els diferents rols exercits per les escoles, els agents comunitaris i els joves en la promoció del benestar col·lectiu i en l’enfortiment de la cohesió social. En el marco de las políticas educativas contemporáneas relativas a la educación para la ciudadanía, que promueven la valorización de la dimensión local de las actividades escolares como contexto privilegiado para el desarrollo de prácticas situadas de ciudadanía (AR, 2018), este artículo analiza los enfoques comunitarios de educación ciudadana implementados en escuelas rurales y en comunidades de las zonas fronterizas del Portugal continental. Desde una perspectiva teórica, se adopta una concepción maximalista de la educación para la ciudadanía, la cual subraya su carácter experiencial y su orientación hacia la comunidad, inspirándose en los planteamientos de la educación basada en el lugar. Dichos enfoques sitúan en el centro las realidades locales, la acción colectiva y la participación de actores comunitarios en los procesos formativos. En términos metodológicos, el estudio se fundamenta en un enfoque de métodos mixtos aplicado en 29 escuelas, que comprendió el análisis documental de proyectos educativos, programas de actividades y estrategias institucionales de ciudadanía; la realización de entrevistas semiestructuradas con docentes coordinadores de esta área; y la aplicación de un cuestionario dirigido a estudiantes de educación secundaria. Los resultados evidencian una amplia diversidad de iniciativas y modalidades de participación comunitaria promovidas por las escuelas, orientadas a fomentar el bienestar y a poner en valor las culturas locales. Asimismo, se identifican los distintos roles desempeñados por las instituciones escolares, los agentes comunitarios y los jóvenes en la promoción del bienestar colectivo y en el fortalecimiento de la cohesión social.