Exploring the Funds of Knowledge with 108 Guatemalan Teachers
Using a reflective exercise designed for this study, Guatemalan educators explored their students’ and their own cultural capital. The cultural capsule exercise served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective co...
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| Veröffentlicht in: | GIST Education and Learning Research Journal 2019-01, Vol.18 (18), p.142-160 |
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| description | Using a reflective exercise designed for this study, Guatemalan educators explored their students’ and their own cultural capital. The cultural capsule exercise served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country’s schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers’ ability to adjust the curriculum in consideration of learners’ funds of knowledge.
Keywords: teachers’ voices, cultural capital, funds of knowledge, reflective educators, diverse indigenous cultures of Guatemala
Resumen
Docentes de una comunidad de Guatemala examinaron el capital cultural de sus estudiantes y de si mismos, usando un ejercicio desarrollado para este estudio. El ejercicio de la cápsula cultural sirvió de vehículo para aportar a la conversación temas que, aunque delicados y difíciles de aproximar, son esenciales para establecer sistemas escolares efectivos. Un total de 108 maestros compartieron y detallaron sus frustraciones, y comenzaron a explorar cambios que ellos mismos podrían llevar a cabo. Los participantes convergieron en sus ideas para verificar sus puntos de vista que Guatemala es una cultura de silencio. Ellos ofrecieron ejemplos que detallaron el por qué, este silencio perpetúa y limita la escolarización. Datos cualitativos, documentados usando la teoría de la convergencia simbólica, se usaron para establecer temas que se repitieron y generaron ideas. Investigaciones futuras han de examinar el contexto educacional y sociocultural que evidentemente delimita cómo en Guatemala los maestros y sus estudiantes se desenvuelven en las escuelas, y consideran sus fondos de conocimientos.
Palabras Claves: voces de los maestros, el capital cultural, educación liberatoria, culturas indígenas de Guatemala
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| doi_str_mv | 10.26817/16925777.446 |
| format | Article |
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Keywords: teachers’ voices, cultural capital, funds of knowledge, reflective educators, diverse indigenous cultures of Guatemala
Resumen
Docentes de una comunidad de Guatemala examinaron el capital cultural de sus estudiantes y de si mismos, usando un ejercicio desarrollado para este estudio. El ejercicio de la cápsula cultural sirvió de vehículo para aportar a la conversación temas que, aunque delicados y difíciles de aproximar, son esenciales para establecer sistemas escolares efectivos. Un total de 108 maestros compartieron y detallaron sus frustraciones, y comenzaron a explorar cambios que ellos mismos podrían llevar a cabo. Los participantes convergieron en sus ideas para verificar sus puntos de vista que Guatemala es una cultura de silencio. Ellos ofrecieron ejemplos que detallaron el por qué, este silencio perpetúa y limita la escolarización. Datos cualitativos, documentados usando la teoría de la convergencia simbólica, se usaron para establecer temas que se repitieron y generaron ideas. Investigaciones futuras han de examinar el contexto educacional y sociocultural que evidentemente delimita cómo en Guatemala los maestros y sus estudiantes se desenvuelven en las escuelas, y consideran sus fondos de conocimientos.
Palabras Claves: voces de los maestros, el capital cultural, educación liberatoria, culturas indígenas de Guatemala
</description><identifier>ISSN: 1692-5777</identifier><identifier>EISSN: 2248-8391</identifier><identifier>DOI: 10.26817/16925777.446</identifier><language>eng</language><publisher>Bogota: Institucion Universitaria Colombo Americana</publisher><subject>American Indian Culture ; American Indian Students ; Attitude Change ; Barriers ; Cultural Background ; Cultural Capital ; Cultural Differences ; Culturally Relevant Education ; culturas indígenas de Guatemala ; Culture ; diverse indigenous cultures of Guatemala ; educación liberatoria ; Educational Practices ; el capital cultural ; Elementary Secondary Education ; Faculty Development ; Foreign Countries ; funds of knowledge ; Indigenous Populations ; Reflection ; reflective educators ; Silence ; Sociocultural Patterns ; Student Attitudes ; Teacher Attitudes ; Teacher Education ; Teacher Student Relationship ; Teacher Workshops ; Teachers ; teachers’ voices ; Teaching Methods ; Urban Areas ; voces de los maestros</subject><ispartof>GIST Education and Learning Research Journal, 2019-01, Vol.18 (18), p.142-160</ispartof><rights>Copyright Institucion Universitaria Colombo Americana Jan-Jun 2019</rights><rights>LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c226t-50be99398eced24c96421d297031c60eb71c41b814bfdefab8f9561ed90a2b993</cites><orcidid>0000-0003-2702-0071 ; 0000-0002-3494-569X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,687,776,780,860,870,881,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1220111$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Daniel, Mayra C</creatorcontrib><creatorcontrib>Burgin, Ximena D</creatorcontrib><title>Exploring the Funds of Knowledge with 108 Guatemalan Teachers</title><title>GIST Education and Learning Research Journal</title><description>Using a reflective exercise designed for this study, Guatemalan educators explored their students’ and their own cultural capital. The cultural capsule exercise served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country’s schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers’ ability to adjust the curriculum in consideration of learners’ funds of knowledge.
Keywords: teachers’ voices, cultural capital, funds of knowledge, reflective educators, diverse indigenous cultures of Guatemala
Resumen
Docentes de una comunidad de Guatemala examinaron el capital cultural de sus estudiantes y de si mismos, usando un ejercicio desarrollado para este estudio. El ejercicio de la cápsula cultural sirvió de vehículo para aportar a la conversación temas que, aunque delicados y difíciles de aproximar, son esenciales para establecer sistemas escolares efectivos. Un total de 108 maestros compartieron y detallaron sus frustraciones, y comenzaron a explorar cambios que ellos mismos podrían llevar a cabo. Los participantes convergieron en sus ideas para verificar sus puntos de vista que Guatemala es una cultura de silencio. Ellos ofrecieron ejemplos que detallaron el por qué, este silencio perpetúa y limita la escolarización. Datos cualitativos, documentados usando la teoría de la convergencia simbólica, se usaron para establecer temas que se repitieron y generaron ideas. Investigaciones futuras han de examinar el contexto educacional y sociocultural que evidentemente delimita cómo en Guatemala los maestros y sus estudiantes se desenvuelven en las escuelas, y consideran sus fondos de conocimientos.
Palabras Claves: voces de los maestros, el capital cultural, educación liberatoria, culturas indígenas de Guatemala
</description><subject>American Indian Culture</subject><subject>American Indian Students</subject><subject>Attitude Change</subject><subject>Barriers</subject><subject>Cultural Background</subject><subject>Cultural Capital</subject><subject>Cultural Differences</subject><subject>Culturally Relevant Education</subject><subject>culturas indígenas de Guatemala</subject><subject>Culture</subject><subject>diverse indigenous cultures of Guatemala</subject><subject>educación liberatoria</subject><subject>Educational Practices</subject><subject>el capital cultural</subject><subject>Elementary Secondary Education</subject><subject>Faculty Development</subject><subject>Foreign Countries</subject><subject>funds of knowledge</subject><subject>Indigenous Populations</subject><subject>Reflection</subject><subject>reflective educators</subject><subject>Silence</subject><subject>Sociocultural Patterns</subject><subject>Student Attitudes</subject><subject>Teacher Attitudes</subject><subject>Teacher Education</subject><subject>Teacher Student Relationship</subject><subject>Teacher Workshops</subject><subject>Teachers</subject><subject>teachers’ voices</subject><subject>Teaching Methods</subject><subject>Urban Areas</subject><subject>voces de los maestros</subject><issn>1692-5777</issn><issn>2248-8391</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><sourceid>FKZ</sourceid><recordid>eNo9UU1Lw0AQXUTBUnv0KCx4Tt3ZbDZZ0EMpbf0oCFLPy2YzaVPSpO4mVP-9ibWdy8C8D3jzCLkFNuYygfgBpOJRHMdjIeQFGXAukiAJFVySQQ8FPXZNRt5vWTdKgIRoQJ5m3_uydkW1ps0G6bytMk_rnL5V9aHEbI30UDQbCiyhi9Y0uDOlqegKjd2g8zfkKjelx9H_HpLP-Ww1fQ6W74uX6WQZWM5lE0QsRaVClaDFjAurpOCQcRWzEKxkmMZgBaQJiDTPMDdpkqtIAmaKGZ52yiF5PPpmhSkrbPTeFTvjfnRtCn26tVXhinprNHo9-Vh1ISEMhQh7-d1Rjq6wZ-3sFThnANDh90d87-qvFn2jt3Xrqi6R5iGLRCK7n3as4MiyrvbeYX52Aqb_OtCnDnTP_wWR1XXm</recordid><startdate>20190101</startdate><enddate>20190101</enddate><creator>Daniel, Mayra C</creator><creator>Burgin, Ximena D</creator><general>Institucion Universitaria Colombo Americana</general><general>Institucion Universitaria Columbo Americana UNCA</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope><scope>ERI</scope><scope>GA5</scope><scope>AGMXS</scope><scope>FKZ</scope><orcidid>https://orcid.org/0000-0003-2702-0071</orcidid><orcidid>https://orcid.org/0000-0002-3494-569X</orcidid></search><sort><creationdate>20190101</creationdate><title>Exploring the Funds of Knowledge with 108 Guatemalan Teachers</title><author>Daniel, Mayra C ; Burgin, Ximena D</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c226t-50be99398eced24c96421d297031c60eb71c41b814bfdefab8f9561ed90a2b993</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>American Indian Culture</topic><topic>American Indian Students</topic><topic>Attitude Change</topic><topic>Barriers</topic><topic>Cultural Background</topic><topic>Cultural Capital</topic><topic>Cultural Differences</topic><topic>Culturally Relevant Education</topic><topic>culturas indígenas de Guatemala</topic><topic>Culture</topic><topic>diverse indigenous cultures of Guatemala</topic><topic>educación liberatoria</topic><topic>Educational Practices</topic><topic>el capital cultural</topic><topic>Elementary Secondary Education</topic><topic>Faculty Development</topic><topic>Foreign Countries</topic><topic>funds of knowledge</topic><topic>Indigenous Populations</topic><topic>Reflection</topic><topic>reflective educators</topic><topic>Silence</topic><topic>Sociocultural Patterns</topic><topic>Student Attitudes</topic><topic>Teacher Attitudes</topic><topic>Teacher Education</topic><topic>Teacher Student Relationship</topic><topic>Teacher Workshops</topic><topic>Teachers</topic><topic>teachers’ voices</topic><topic>Teaching Methods</topic><topic>Urban Areas</topic><topic>voces de los maestros</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Daniel, Mayra C</creatorcontrib><creatorcontrib>Burgin, Ximena D</creatorcontrib><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><collection>Dialnet (Open Access Full Text)</collection><collection>Dialnet</collection><jtitle>GIST Education and Learning Research Journal</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Daniel, Mayra C</au><au>Burgin, Ximena D</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1220111</ericid><atitle>Exploring the Funds of Knowledge with 108 Guatemalan Teachers</atitle><jtitle>GIST Education and Learning Research Journal</jtitle><date>2019-01-01</date><risdate>2019</risdate><volume>18</volume><issue>18</issue><spage>142</spage><epage>160</epage><pages>142-160</pages><issn>1692-5777</issn><eissn>2248-8391</eissn><abstract>Using a reflective exercise designed for this study, Guatemalan educators explored their students’ and their own cultural capital. The cultural capsule exercise served as a vehicle to bring delicate issues that are difficult to discuss, but that are essential to effective schooling, to reflective conversations. A total of 108 teachers went beyond identifying problems and detailing frustrations, to exploring possibilities for action. Participants converged in sharing perspectives that Guatemala is a culture of silence, and used examples to illustrate how this perpetuates the limitations of the country’s schoolhouse. Findings reveal the teachers were challenged to focus on what can be accomplished. Qualitative data analyzes, conducted using symbolic convergence theory to establish recurrent and idea generation, suggest a need for further examination of how the sociocultural educational mandates delimit teachers’ ability to adjust the curriculum in consideration of learners’ funds of knowledge.
Keywords: teachers’ voices, cultural capital, funds of knowledge, reflective educators, diverse indigenous cultures of Guatemala
Resumen
Docentes de una comunidad de Guatemala examinaron el capital cultural de sus estudiantes y de si mismos, usando un ejercicio desarrollado para este estudio. El ejercicio de la cápsula cultural sirvió de vehículo para aportar a la conversación temas que, aunque delicados y difíciles de aproximar, son esenciales para establecer sistemas escolares efectivos. Un total de 108 maestros compartieron y detallaron sus frustraciones, y comenzaron a explorar cambios que ellos mismos podrían llevar a cabo. Los participantes convergieron en sus ideas para verificar sus puntos de vista que Guatemala es una cultura de silencio. Ellos ofrecieron ejemplos que detallaron el por qué, este silencio perpetúa y limita la escolarización. Datos cualitativos, documentados usando la teoría de la convergencia simbólica, se usaron para establecer temas que se repitieron y generaron ideas. Investigaciones futuras han de examinar el contexto educacional y sociocultural que evidentemente delimita cómo en Guatemala los maestros y sus estudiantes se desenvuelven en las escuelas, y consideran sus fondos de conocimientos.
Palabras Claves: voces de los maestros, el capital cultural, educación liberatoria, culturas indígenas de Guatemala
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| source | Education Source (EBSCOhost); ERIC - Full Text Only (Discovery); Dialnet; DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals |
| subjects | American Indian Culture American Indian Students Attitude Change Barriers Cultural Background Cultural Capital Cultural Differences Culturally Relevant Education culturas indígenas de Guatemala Culture diverse indigenous cultures of Guatemala educación liberatoria Educational Practices el capital cultural Elementary Secondary Education Faculty Development Foreign Countries funds of knowledge Indigenous Populations Reflection reflective educators Silence Sociocultural Patterns Student Attitudes Teacher Attitudes Teacher Education Teacher Student Relationship Teacher Workshops Teachers teachers’ voices Teaching Methods Urban Areas voces de los maestros |
| title | Exploring the Funds of Knowledge with 108 Guatemalan Teachers |
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