Urban Residents' Place-Based Funds of Knowledge: An Untapped Resource in Urban Teacher Residencies

Vernikoff L., Goodwin A. L., Horn C., Akın Sabuncu S.

URBAN EDUCATION, vol.57, no.1, pp.32-57, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 57 Issue: 1
  • Publication Date: 2022
  • Doi Number: 10.1177/0042085918801887
  • Journal Name: URBAN EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Periodicals Index Online, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, PAIS International, Psycinfo, Social services abstracts, Sociological abstracts
  • Page Numbers: pp.32-57
  • Keywords: urban teacher residencies, urban, social, diversity, teacher education, urban education, CULTURALLY SUSTAINING PEDAGOGY, EDUCATION, CONTEXT, BELIEFS, SCHOOLS
  • TED University Affiliated: No

Abstract

Teachers who attended urban schools as students are uniquely positioned to understand both the structural context that urban schools operate within and the many funds of knowledge that urban students bring to school. The purpose of this study is to examine the funds of knowledge that individuals who have been students in urban schools and now wish to teach in a particular city in the northeastern United States bring to an urban teacher residency program. In this article, we describe these urban residents' funds of knowledge, and argue that residents describe an emerging place-based pedagogical content knowledge.