The Role of the Study Group in the Funds of Knowledge Approach

Abstract

ABSTRACTThis article explores the role of the study group in the funds of knowledge approach as implemented in a public school located in Catalonia, Spain. In particular, we describe the funds of knowledge uncovered during home visits to the families of 5 students selected by the teachers and the process by which the teachers developed educational activities using some of these funds of knowledge. We argue that the study group can be seen as a community of practice and as a mediational structure between students’ households and the school—a process referred to here as an “intercontextual mediation.”