<p> The present study focused on the pedagogical content knowledge of the classroom of three male culturally diverse educators (CDEs) instructing culturally and linguistically diverse students (CLDS) in North Las Vegas; focusing on teachers’ funds of knowledge. Funds of knowledge are historically accumulated and culturally developed bodies of knowledge and skills essential for individual functioning and well-being. The researcher employed a qualitative portraiture methodology to construct and illustrate five portraits. The study was guided by the following research question: How do culturally diverse educators' funds of knowledge shape their ideologies and teaching practices? CDEs’ data was supplied through interviews and classroom observations, this served to construct three portraits. The school setting and a brief snapshot from the perspective of the artist served to construct the remaining two portraits. Funds of knowledge was used as a macro lens, while Vygotsky’s sociocultural conceptual framework was used as a micro lens to analyze data. The sociocultural framework focused on CDEs’ <i>perezhivanie</i>, as Vygotsky defines the lived emotional experiences of these educators and <i>obuchenie </i>, Vygotsky’s term for the dialectical unity of school teaching and learning to teach. The conclusion holds that teachers’ perezhivanie shape the teachers’ funds of knowledge whereas CDEs’ family and community based funds of knowledge developed obuchenie, which drove curricular decisions in the classroom to meet CLDS’ needs. In addition, findings point to the fact that bridging the gap between academic research on funds of knowledge and classroom practices can serve to assist CLDS in their learning process.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10930269 |
| Date | 23 September 2018 |
| Creators | Garcia, Dalia Olvera |
| Publisher | Barry University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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