HMông Students’ Sources of Funds of Knowledge: A Case Study of Kinh Primary School Teachers’ Practices
HMông Students’ Sources of Funds of Knowledge: A Case Study of Kinh Primary School Teachers’ Practices
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HMông学生的知识资金来源：以京小学教师实践为例
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
H. Le
中科院分区：
文献类型：
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作者：
Hanh Thi Tran;H. Le
与具有不同语言和文化背景的少数民族学生一起工作的教师可能对校外环境中的学生知之甚少。学生在校外缺乏知识和资源可能会导致缺陷思维，认为这个非主导群体在智力和学术上有缺陷。越南贫困小学的少数民族学生成绩不佳且学习参与度低，这表明需要更有效的教学实践来支持这些少数民族学生的学习并减少其教育环境中的不平等。知识基金（FoK）方法试图通过了解少数民族学生的 FoK 并将这些见解融入到教学实践中，从而克服教师对少数民族学生及其知识的看法。本研究的目的是探讨京族教师如何识别 HMông 学生的 FoK 来源，以支持他们的教学/学习实践。本研究采用定性教育研究方法和案例研究方法来检验京小学教师识别 HMông 学生的 FoK 来源的方式。研究结果表明，京族小学教师发现了 HMông 学生的不同 FoK 来源，教师可以有益地利用这些来源来增强 HMông 儿童的参与、成就和 Kinh 教师的教学实践。
Teachers working with ethnic minority students who have different language and cultural background from their own may have little knowledge of their students in out-of-school context. This lack of students’ knowledge and resources outside of the school may lead to deficit thinking regarding this non-dominated group as intellectually and academically deficient. Underachievement and low study engagement by HMông ethnic minority students in disadvantaged primary schools in Vietnam evidence a need for more effective teaching practices to support these minority students’ learning and reduce inequality within their educational environment. The funds of knowledge (FoK) approach attempts to overcome teachers’ perceptions of ethnic minority students and their knowledge through learning about these students’ FoK and incorporating these insights into the teaching practices. The purpose of this study is to explore how Kinh teachers identify HMông students’ sources of FoK in order to support their teaching/learning practices. This research employs qualitative educational research method together with case study method to examine the way Kinh primary teachers identify HMông students’ sources of FoK. The findings indicate that Kinh primary teachers identified HMông students’ different sources of FoK that the teachers could beneficially be drawing on to empowering HMông children’ participation, achievement and Kinh teachers’ teaching practices.