Unlocking Cultural Treasures: Viewpoints of Preschool Teachers Working with Refugee Children on Funds of Knowledge
INTERNATIONAL JOURNAL OF MULTICULTURAL EDUCATION, vol.26, no.3, pp.28-57, 2024 (ESCI, Scopus)
- Publication Type: Article / Article
- Volume: 26 Issue: 3
- Publication Date: 2024
- Doi Number: 10.18251/ijme.v26i3.4315
- Journal Name: INTERNATIONAL JOURNAL OF MULTICULTURAL EDUCATION
- Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, EBSCO Education Source, ERIC (Education Resources Information Center)
- Page Numbers: pp.28-57
- Open Archive Collection: AVESIS Open Access Collection
- TED University Affiliated: Yes
Abstract
cc of knowledge (FoK) is one of the most practical approaches used in multicultural classrooms, particularly in countries hosting numerous refugees. This phenomenological study examined the experiences of 21 preschool teachers working with refugee children regarding how they define FoK and the value of knowing FoK. Accordingly, teachers had comprehensive perspectives regarding FoK. They perceived FoK as valuable in developing bonds and overcoming prejudices. This study revealed the necessity of internalizing the asset approachfor inclusive early childhood settings. Policymakers worldwide should incorporate FoK into teacher training and early childhood education curricula. Increasing studies regarding FoK is strongly recommended.