{"title":"知识基金:以资产为基础的英格兰难民教育和家庭参与方法","authors":"Jáfia Naftali Câmara","doi":"10.1002/berj.3946","DOIUrl":null,"url":null,"abstract":"<p>This paper reports findings from a doctoral study that investigated how young refugees and their families encounter England's education system. All children have the right to education in England; however, there are no specific educational policies for young refugees' education. Their invisibility in policy makes it more challenging for them to access appropriate support and contributes to them being portrayed through a deficit-based lens. Due to limited school–home partnerships, educators may often be unaware that people with ‘refugee’ and ‘asylum seeker’ statuses face various barriers in and outside of school, further disadvantaging them. In this doctoral research, I drew on the concept of <i>funds of knowledge</i> (FofK) to highlight young refugees' and their families' practices and knowledge(s). I conducted a critical ethnography combined with arts-based activities to investigate young people's and their families' experiences and perspectives of education. Based on the research findings, I argue that families' FofK can be used as resources for teaching and learning and to help overcome deficit-based views of young learners. An FofK framework may help schools establish young people's and families' expectations, understand their circumstances in England and build deeper school–home partnerships.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3946","citationCount":"0","resultStr":"{\"title\":\"Funds of knowledge: Towards an asset-based approach to refugee education and family engagement in England\",\"authors\":\"Jáfia Naftali Câmara\",\"doi\":\"10.1002/berj.3946\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This paper reports findings from a doctoral study that investigated how young refugees and their families encounter England's education system. All children have the right to education in England; however, there are no specific educational policies for young refugees' education. Their invisibility in policy makes it more challenging for them to access appropriate support and contributes to them being portrayed through a deficit-based lens. Due to limited school–home partnerships, educators may often be unaware that people with ‘refugee’ and ‘asylum seeker’ statuses face various barriers in and outside of school, further disadvantaging them. In this doctoral research, I drew on the concept of <i>funds of knowledge</i> (FofK) to highlight young refugees' and their families' practices and knowledge(s). I conducted a critical ethnography combined with arts-based activities to investigate young people's and their families' experiences and perspectives of education. Based on the research findings, I argue that families' FofK can be used as resources for teaching and learning and to help overcome deficit-based views of young learners. An FofK framework may help schools establish young people's and families' expectations, understand their circumstances in England and build deeper school–home partnerships.</p>\",\"PeriodicalId\":51410,\"journal\":{\"name\":\"British Educational Research Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-12-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.3946\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Educational Research Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/berj.3946\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Educational Research Journal","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/berj.3946","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Funds of knowledge: Towards an asset-based approach to refugee education and family engagement in England
This paper reports findings from a doctoral study that investigated how young refugees and their families encounter England's education system. All children have the right to education in England; however, there are no specific educational policies for young refugees' education. Their invisibility in policy makes it more challenging for them to access appropriate support and contributes to them being portrayed through a deficit-based lens. Due to limited school–home partnerships, educators may often be unaware that people with ‘refugee’ and ‘asylum seeker’ statuses face various barriers in and outside of school, further disadvantaging them. In this doctoral research, I drew on the concept of funds of knowledge (FofK) to highlight young refugees' and their families' practices and knowledge(s). I conducted a critical ethnography combined with arts-based activities to investigate young people's and their families' experiences and perspectives of education. Based on the research findings, I argue that families' FofK can be used as resources for teaching and learning and to help overcome deficit-based views of young learners. An FofK framework may help schools establish young people's and families' expectations, understand their circumstances in England and build deeper school–home partnerships.
期刊介绍:
The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.