Content uploaded by Shahzaib Shahzaib
Author content
All content in this area was uploaded by Shahzaib Shahzaib on Oct 31, 2024
Content may be subject to copyright.
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
25 | P a g e B W O R e s e a r c h e s , PK-CA
HJRS Link: Journal of Academic Research for Humanities JARH (HEC-Recognized for 2023-2024)
Edition Link: Journal of Academic Research for Humanities JARH, 3(4) October-December 2023
License: Creative Commons Attribution-Share Alike 4.0 International License for JARH
Link of the Paper: https://jar.bwo.org.pk/index.php/jarh/article/view/338
PEDAGOGICAL UTILITY OF FUNDS OF KNOWLEDGE FOR EDUCATION FOR
PLURALISM: A CASE EXPLORING PROSPECTIVE TEACHERS’ PERCEPTIONS
Corresponding
Author 1:
SHAHZAIB, B.Ed. Hon. Student, Department Of Education, Sukkur IBA University, Email:
shahzaib.bedf19@iba-suk.edu.pk, ORIC id https://orcid.org/0009-0009-4090-1245
Co-Author 2:
DR. AL KARIM DATOO, Assistant Professor, Department Of Education, Sukkur IBA
University, Pakistan. Email: a.datoo@iba-suk.edu.pk
__________________________________________________________________________
Paper Information Abstract
Citation of the paper:
(JARH) Shahzaib & Datoo, A. K., (2023).
Pedagogical Utility of Funds of
Knowledge for Education for Pluralism:
A Case Exploring Prospective Teachers’
Perceptions. In Journal of Academic
Research for Humanities, 3(4), 25–36.
The need to promote plurality in schools is evident from the
frequency of violence, hostility, and conflicts that arise from
ethnic, religious, and cultural differences in Pakistan.
Therefore, this study aims to explore prospective teachers’
perception of the pedagogical value and utility of
parental/family ‘Funds of Knowledge’ in promoting
appreciation and understanding of cultural pluralism in the
classroom. The objectives of this study are to explore the
perceptions of prospective teachers on the concept of
Funds of knowledge in the context of education for
pluralism and to explore pedagogical strategies for using
funds of knowledge to promote cultural diversity. The study
used a qualitative methodology based on semi-structured
interviews with 7 student-teachers (perspective teachers)
from the Department of Education as participants at Sukkur
IBA University, Sindh, Pakistan. The population was selected
through purposive sampling. This study examines pluralism
as a means of embracing smaller cultures within a larger
dominant culture. The Funds of Knowledge (FOK) concept is
disclosed as a strategy to promote classroom pluralism by
embracing cultural activities and encouraging student
development and parental involvement. However, teachers
encounter barriers to adopting FOKs, such as a lack of
autonomy in curriculum selection and authoritarian school
and classroom leadership. Schools should foster pluralism
through storytelling, group learning, and role-playing to
provide an inclusive environment for all children, regardless
of their culture, race, religion, or neighborhood. The study
concludes by emphasizing the significance of fostering
open-mindedness and appreciation for diverse perspectives
to create a society that values diversity and distinction.
Keywords: Pluralism, Culture, Diversity, Pedagogy, Inclusivity.
Subject Areas for JARH:
1 Humanities
2 Education
Timeline of the Paper at JARH:
Received on: 30-09-2023.
Reviews Completed on: 15-11-2023.
Accepted on: 16-11-2023.
Online on: 18-11-2023.
License:
Creative Commons Attribution-Share
Alike 4.0 International License
Recognized for BWO-R:
Published by BWO Researches
INTL.:
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
26 | P a g e B W O R e s e a r c h e s , PK-CA
Introduction
In terms of their cultures, languages,
faiths, and sects, Pakistan's minorities are
incredibly diverse despite the country's
Muslim majority. Respect for each other is
the foundation of a peaceful society, which
must be understood by everyone in
Pakistan's diverse population. Observations
indicate that violence, hatred, and disputes
commonly arise in Pakistan due to
differences among ethnicities, sects, and
cultural groups (Ahmed, 2017). For instance,
there have been clashes between muhajir
and Sindhis, Sunnis, and Shias, as well as
minority communities, who experience daily
prejudice in the form of physical attacks,
social marginalization, and harassment
(Group International, 2022). This is not
exclusive to Pakistan; as a result of
globalization, cultural, gender, religious, and
communal minorities are dwelling and
forming across the globe. Therefore, these
minorities and various individuals have the
right to feel respected and recognized
through pluralistic values. According to the
Global Center of Education (2019), Pluralism
is not innate; it must be acquired via
education. Education can help change many
of the old misconceptions and absolute
values that hold people back from making
progress (Education and Social Change: An
Interrelationship | Adamas University, 2020).
Therefore, to eliminate discrimination,
marginalization, violence, and hatred
because of cultural dominance in society, we
could use it to promote equality, justice, and
diversity regardless of the number of
different and similar groups of people. In a
modern language what we call maintaining a
pluralistic society. Pluralism is the idea that a
smaller culture is easily accepted by a larger
culture, as long as the smaller culture keeps
its own identity, religious practices, and
morals or values. The smaller culture and/or
its members make it clear that they should
not try to blend in or become multiculturalists
(Habib, 2017). They want to put more effort
into becoming part of the dominant
civilization without giving up their own.
Because they want to preserve their history
and pass it on to future generations. For
example, they want to keep ancient rituals
alive and pass them on. This study chose the
Funds of Knowledge approach to bring
pluralism in education through teachers’
pedagogy. The approach is based on the idea
(Moll et al., 2006). that everyone has
important knowledge and skills based on
their unique backgrounds and life
experiences. In 1992, Luis C. Moll, Norma
Gonzalez, and Cathy Amanti wrote an article
called "Funds of Knowledge for Teaching:
Using a Qualitative Approach to Connect
Homes and Classrooms" (Moll et al., 2006).
This article first talked about the idea of
"funds of knowledge." In their study, the
authors looked at the cultural and linguistic
resources that Mexican-American families in
Tucson, Arizona had and how those resources
could be used in the classroom. They found
that these families had a lot of knowledge in
many areas, like farming, building, and raising
children, that could be used to improve
schooling. Since then, the FOK has grown in
popularity and has been used by teachers and
researchers all over the world (Moll et al.,
2006). It tells teachers to value and use
students' previous knowledge and
experiences to help them learn, instead of
seeing them as weaknesses. (González et al.,
2006) By incorporating students' FOK into the
curriculum and teaching, teachers can make
learning more relevant and meaningful,
increase student involvement, and help
students, families, and schools get along
better. By showing students a wide range of
ideas, thoughts, and cultures, we are
naturally helping them become more open-
minded in the long run. This will make them
more open to new ideas and help them
understand a subject better by seeing it from
a variety of perspectives. First teachers
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
27 | P a g e B W O R e s e a r c h e s , PK-CA
themselves should have a pluralistic attitude
towards diversity. Teachers too had to
change similarly before they could help
students change their attitudes and mindsets
to respond to diversity and difference more
positively, according to a Case Study on
Professional Development in Portugal (2019).
In addition, initial discrimination from the
school should be eliminated, given that the
school environment serves as a model for the
students. For this reason, our curriculum and
teachers must acknowledge that students
come from many backgrounds and vary by
age, gender, class, ethnicity, and religion.
They have various learning styles, educational
experiences, cultural capital, and confidence
and self-esteem levels. The individual will
then have a positive attitude, acceptance,
and a greater sense of inclusion. Therefore,
this study seeks what are the perceptions of
prospective teachers to accept, teach, and
embrace diversity and what pedagogical
strategies under the concept of FOK to
promote cultural pluralism in the classroom.
Problem Statement
The issue is that Pakistan's diverse
population lacks tolerance and respect for
one another, which fuels conflict and violence
based on racial, ethnic, and religious
differences. Because of growing
globalization, this problem is not specific to
Pakistan. A peaceful society must value
plurality, and teaching children to value
pluralism is crucial. To promote diversity and
end discrimination in schools, teachers are
essential. Hence, the study intends to
investigate how incorporating diversity into
education can support pluralism and how
perspective teachers can use a variety of
pedagogies to promote acceptance and
peace under the FOK approach.
Research Objectives
I. To explore the perceptions of
prospective teachers on the concept of
Funds of knowledge in the context of
education for pluralism
II. To explore pedagogical strategies for
using funds of knowledge to promote
cultural diversity.
Research Questions
I. How do prospective teachers perceive the
pedagogical utility of Funds of knowledge
to promote pluralism in education?
II. What pedagogical strategies can be used
under the umbrella of FOK to teach
cultural diversity?
Significance of Research
This study emphasizes how different
teaching approaches can reduce prejudice,
violence, and inequality among students from
different backgrounds. The community can
benefit from it as it highlights the value of
pluralism in resolving societal disruptions.
Incorporating the often-overlooked fund of
knowledge approach into a pluralistic
educational curriculum can help teachers and
academic institutions foster positive attitudes
and inclusivity. Furthermore, the results
provide insightful information for advocates
of pluralism, acting as a tool to combat
different forms of social oppression and
encourage inclusion in societies where the
majority is dominant.
Literature Review
Diversity is a natural phenomenon in this
universe. Which can be perceived from the
uniqueness of everything in this world from
species and galaxies to psyche and
sentiments. Every individual has a different
world to think, believe, live, and practice.
These differences separate individuals:
however, the concept of pluralism
appreciates these differences to unite the
world under its umbrella. Pluralism is an
affirmative reaction to heterogeneity.
Pluralism requires people and communities
to base their decisions and actions on respect
for diversity (Educating for Pluralism - Global
Centre for Pluralism, 2021). Pluralism aims to
bring balance between conflicting ideals.
Institutional procedures can contribute to
confronting competing differences, but
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
28 | P a g e B W O R e s e a r c h e s , PK-CA
institutions alone cannot generate plurality.
They need societal and diverse arrangements
of ideas from indigenous cultures (Global
Centre for Pluralism, 2021). Pluralism can be
understood in several ways. The most
comprehensive description appears to be: A
society consisting of people belonging to
various ethnic, racial, religious, and social
groupings maintain equal involvement in the
community of their traditions and unique
interests while cooperating toward the
interdependence required for a nation's unity
(England, 1992). This means the institutions
in the community should involve every group
of people in all sectors. So, marginalization,
discrimination, and inequality can be
eliminated such as in education, economic
involvement, democracy, and other
segments of society.
Pluralism in Education
Education is an important part of changing
people's attitudes and behaviors in the long
term, which is needed to advance and keep
pluralism in the world. Each society is
different in some way, but education for
pluralism is more than just learning to
tolerate or even enjoy diversity. Pluralism in
education is a way to confront the difficulties
and opportunities of a world that is changing,
diverse, and conflicting (Global Centre for
Pluralism, 2021). In today’s globalized world,
differences are emerging through various
modes of connection and people are afraid to
lose their identity, which causes conflicts
among the generations and disturbs social
cohesion. Here comes the role of education
to maintain peace, respect, and balance in
the communities and teach people to deal
with diversity regardless of bias. According to
Roegholt et al., (1998) “The idea of pluralistic
education, which is supposed to be a plan for
"good education" in the many different kinds
of societies we live in, Because of this, the
main idea is to teach students to have what is
called a "pluralistic attitude". This isn't just
about being tolerant. We don't see our
pluralistic society as a place where different
groups with their ways of life, worldviews,
and opinions live next to each other and
should learn to get along (Colombo, 2013).
Therefore, pluralism in education doesn’t
expect minorities to become like the
majority. Instead, they want the majority and
minority groups to work together. J. Dewey
said, "Intellectual stimulation is unbalanced
when there isn't the free and fair interaction
that comes from a variety of shared
interests." A variety of stimuli means
something new, and something new means a
challenge to the mind (1916, p. 98). So, the
job of school professionals is both moral and
intellectual. Preparing people for diversity
should go beyond making them more
sensitive to other cultures and aware of their
own. Instead, it should make them agents of
change inside and outside of school
(Colombo, 2013).
Funds of Knowledge as a pedagogical
approach to Promote cultural diversity
The funds of knowledge (FOK) approach
was generated in Arizona, in Tucson, at the
beginning of the 1980s. Educational
academics Cathy Amanti, Deborah Neff,
Norma Gonzalez, and Luis Moll created this
idea (Llopart & Esteban-Guitart, 2016). It was
generated because many immigrants from
Mexico in the US felt ignored at school, so to
promote their cultural values and make them
feel included, US-Mexican students were
entertained by FOK (Llopart & Esteban-
Guitart, 2016). To bridge the divide between
the racist policies that failed to recognize the
complexity of immigrant populations and the
common educational mindset, it was argued
that Tucson's student households of Mexican
descent did possess a wide range of
competencies, knowledge, and skills that
they had acquired via their community and
place of employment. They believed that by
having teachers visit the homes of some of
their students to learn about their abilities
and knowledge and how to apply them in the
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
29 | P a g e B W O R e s e a r c h e s , PK-CA
classroom, school performance would
improve because these intellectual and
educational resources were rarely utilized or
taught in classrooms (Llopart & Esteban-
Guitart, 2016). In education, FOK can be
defined as "historically gathered and
culturally developed packets of knowledge
and skills that are important for the
functioning and well-being of both a culture
of household and individuals (Fránquiz et al.,
2021). The goal of the Funds of Knowledge
(FoK) strategy is to create a bridge between
home and school and eliminate inequality of
status among student groups in schools.
These groups can also include immigrants,
native students, students from other
culturally underrepresented groups, and
students from low-income families (Gilde &
Volman, 2021). The Funds can be anything
that is being brought by the students from
their homes. Such as learning about farming
and taking care of animals, Story and
construction, trade, money, crafts, art, music,
taking care of a home, and so on According to
t Gilde & Volman, (2021). FOK is to build trust,
between the languages and literacy skills of
homes and schools. FOK is an anti-racist
practice that has been promoted in many
schools for a long time. Furthermore, the goal
of studying students' families and community
FOK is to help teachers use these important
resources to improve language and literacy
practices in their classrooms that are more
inclusive (Fránquiz et al., 2021). Adding to the
definition of FOK four sources help find FOKs,
which include family, community, peers, and
popular culture, available to pupils. Parents'
jobs both within and outside the home and
the students' international travel seemed to
make up the majority of the family's
knowledge base for the students. Peer funds
focused on students’ support, community
funds on ethnic identification and social
activism, and popular culture funds on
entertainment such as music, print
magazines, news media, television, and
movies (Gilde & Volman, 2021).
Integration of funds of knowledge for
pluralism in classrooms
FOK is important in the classroom
because when teachers stop seeing
themselves as the boss and start seeing
themselves as co-learners with their
students, they can learn more about their
students and their families (Maitra, 2017).
Therefore, teachers should understand that
students’ families are diverse in how they
live, communicate, and celebrate; their
traditions, rituals, skills, arts, and so on. As it
is a "transformational approach" that can be
used to change biases, assumptions, and
preconceptions. It can be used to find and
verify different sources of knowledge, to
understand and interact with the
environment, and to help set higher goals
(Llopart & Esteban-Guitart, 2016). There may
be a gap between the student’s home culture
and the school culture of the dominant
society. To break this gap between school and
home, FOK can be used to gain students’
interest in school, especially those from an
ethnic minority or a lower socioeconomic
background (Gilde & Volman, 2021) resulting
in a pluralistic environment by recognizing
every identity. Teachers need to be able to
teach a variety of students in today's
classrooms. To meet these challenges,
teachers must not only know a lot about
theory but also know a lot about their
students' lives outside of school. Culture and
language are always influencing each other.
Researchers said that the curriculum should
be set up so that students learn about the
culture of the target language and teachers
learn about the students' backgrounds.
Teachers should be able to use the cultural
and linguistic resources that students bring to
the classroom (Maitra, 2017). They usually
found that exposure to diversity and inclusion
in late childhood and early adolescence
education made students more likely to be
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
30 | P a g e B W O R e s e a r c h e s , PK-CA
friends with people from other ethnic groups
if they thought contact norms were fair and
inclusive (Schachner, 2017). FOK gives
teachers a way to use students' pasts in the
classroom. If schools cared about the
students’ personal lives, they would not feel
like they were separate from each other,
lessons, or school norms. Also, this
acceptance of various backgrounds will help
students pursue a positive attitude towards
diversity and pluralism in a larger community.
Conceptual Framework
Examining Funds of Knowledge to
recognize and incorporate cultural minorities
and promote pluralism is the conceptual
framework of this study. It seeks to
comprehend how this integration can
support inclusive classroom practices. The
FOK approach has been promoted as a way to
encourage diversity in the classroom. This
entails supporting cultural activities, fostering
student growth, and integrating families into
the teaching and learning process.
Methodology
This study is grounded in the qualitative
approach. To comprehend people's social
realities, qualitative research is a sort of social
action that focuses on how people interpret
and make sense of their experiences
(Mohajan,2018). First, it adds to the study's
interpretive approach to how we know what
we know. Since being an interpretive means
trying to figure out and explain what the
meanings of the data are, qualitative research
was a good choice for this study because it is
subjective. The qualitative method made it
possible to figure out "how" perspective
teachers' experiences with learning and
learning to teach cultural diversity prepare
them for future pluralistic education.
Population and sampling
This study involves 7 student-teachers
(perspective teachers) from the Department
of Education as participants at Sukkur IBA
University, Sindh, Pakistan. The population
was selected through purposive sampling. In
this type of sampling the researcher uses
their knowledge to choose a sample that will
be most useful for this research. It is
frequently employed in qualitative studies,
where the analyst wants to learn more about
a particular phenomenon than make
statistical conclusions, or when the
population is very limited and specific. For a
purposive sample to work well, it must
include clear criteria and reasons for being
included (McCombes, 2022). The participants
were selected according to the following
criteria, Student of B.Ed. Hons Semester 7 or
8; Having some experience in teaching in
schools; Having familiarity with the concept
of pluralism and Funds of knowledge;
Voluntarily ready to participate in the study.
Data collection
Semi-structured interviews are used as the
main tool for the collection of data for the
study. Most of the time, semi-structured
interviews used in research are qualitative.
The interview questions were formed
focusing on the objectives, research
questions, and problem of the study.
Data Analysis
The research methodology involved
transcribing and reviewing semi-structured
interviews multiple times with a focus on the
research questions for data analysis. The
research design used thematic analysis to
detect recurring patterns and themes in the
data. The study involved identifying and
highlighting key codes from transcriptions.
These codes were then systematically
collected to develop overarching themes that
were most relevant to the research
questions. The study facilitated a thorough
comprehension of the viewpoints and
encounters of pre-service educators enrolled
in the B.Ed. honors program at Sukkur IBA
University.
Findings
This section provides findings to answer
the questions this study aims for. So, the first
question of my study is ‘How do prospective
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
31 | P a g e B W O R e s e a r c h e s , PK-CA
teachers perceive the pedagogic utility of the
concept of Funds of knowledge in promoting
pluralism in education?’ this question is
answered through two main themes as
follows
1. Understanding of FOK of Prospective
Teachers
The participants identified a variety of
aspects as the Funds from the students’
households and their background families’
traditional food to their religious rituals. So,
the participants do not just include culture
but they expressed religious rituals also as
Funds that can promote diversity among
students. Furthermore, one of the
participants identified language as a source of
Funds for knowledge as our data states that
Jokes in different languages can be used as
FOK. Teachers wanted to use funds not just
for the aim of promoting diversity but also,
they See FOK as the development of skills in
students through parents’ involvement in
schools. They also recognize ancestors'
knowledge that might be useful in schools,
such as stories they have learned from
grandparents. Furthermore, the data connect
the literature as the resources of FOK for
promoting pluralism. Which will connect
culture to culture. Lastly from an
ethnographical perspective, we also found
the funds’ symbol of knowledge and skills
that only come from a particular community
of students.
2. Accessing FOK
Ways to Bring FOK into the Classroom
Participants suggested various methods
for teachers to determine their pupils'
knowledge bases. Several teachers use
instructional tactics that entail having the
students present their interests, write essays
on their history, or produce projects that
celebrate their heritage. Our data mostly
emphasizes approaching parents to bring FOK
into classrooms. Secondly, students are
identified as means to accessing and
recognizing the Funds of Knowledge through
reflecting, sharing, and presenting their
practices, routines, and rituals at home.
Challenges in Bringing FOK
Participants recognized the parents to be
reached for FOK. They also anticipated
challenges in the meeting, contacting and
approaching them because of some
contextual reasons.
Secondly, participants could predict time
contraction, as our schools mainly focus on
syllabus completion, and the management
has mostly discouraged co-curricular
activities. Those teachers also face challenges
in terms of resources, logistics, and funding.
Teachers say that faculty who are untrained
and have a sense of extremism do not like
professional teachers to bring inclusivity, and
celebrate diversity at schools or in
classrooms. Also, they mentioned while
selecting FOKs they have to be careful that no
students will face comparative judgment or
cultural contradiction.
Integration of FOK into the Curriculum
Lastly, teachers feel a lack of teacher
autonomy in selecting or modifying
curriculum according to classroom
population needs. For example, if the
classroom is multi-cultural or multi-religious.
The teachers are required to teach
dominantly based on the dominant culture
hence they find little room to integrate FOK
into the Curriculum. This section provides
findings to answer the second research
question of the current study. Which is 2. 1
“What pedagogical strategies do teachers
suggest to use FOK to teach cultural
diversity?” To answer this question the
following 1 main themes and sub-themes
have been identified through data.
1. Strategies to use FOK: Teachers identified
diversity also as a diverse mode of learning
that students prefer according to their
strengths and prominent learning styles.
Where teachers have mostly referred to the
theory of multiple Intelligence, they expect
students to share their FOKs in diverse ways
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
32 | P a g e B W O R e s e a r c h e s , PK-CA
such as through music, songs, playing a
drama, or simple discussions. Apart from
multiple learning strategies, teachers also
showed storytelling as a teaching strategy to
provide students opportunities to share their
FOK in the classroom and celebrate their
rituals, culture, and home at school.
2 Facilitating Learning with Diversity
Teaching approach for learning within
diversity: The frequent teaching-learning
strategy was noticed as cooperative learning.
Teachers believe working in heterogeneous
groups or teams helps students experience
diversity. Ultimately students develop a sense
of co-existence and acceptance of diversity.
Moreover, participants think languages play a
vital role in promoting diversity and students
should be taught in a way in which they are
free to use their mother tongue to express
their identity in a way.
Teacher’s pedagogical conduct of promoting
pluralism among students: Participants told
some of the ways, attitudes, and practices
that will promote pluralism in the classroom
beyond their teaching content and syllabus
learning. Some of them proposed promoting
cultural attires, some think that the use of
affirmative language would also promote a
sense of equality. To promote minorities
participants gave insights and explained why
minor cultures tend to camouflage in the
dominant culture and feel inferior. So being a
pluralistic teacher some actions can be taken
to highlight minority families in schools.
Initiating Education for Pluralism: Teachers
think pluralistic education should start from
the beginning of formal education. They
explained the context that in early childhood
Education most kids are expected to
memorize things instead of developing them
the active, peaceful, and moral citizens of
society. Where they accept every segment of
society.
Discussion
Observations show that ethnic,
religious, and cultural differences in Pakistan
are prevalent sources of violence, hostility,
and disagreements (Ahmed, 2017). As a
result of globalization, cultural, gender,
religious, and communal minorities are
growing and residing all over the world, not
just in Pakistan. Thus, these minorities and
varied persons have the right to feel valued
and acknowledged utilizing pluralistic
principles. in addition to traditional topics,
schools around the world must teach
pluralism - the ability to view people from
various backgrounds as equals (Aga Khan,
2008). Thus, the current study has focused on
prospective teachers' pedagogy using the
Funds of Knowledge theory to promote
pluralism at schools. Diversity exists when
there is more than one culture, when people
in your environment speak more than one
language, and when they represent different
regions. Diversity also exists when people
have different learning styles, and when they
adhere to different religious beliefs, rituals,
and practices. The results then present the
Funds of Knowledge (FOK) theory as a
strategy for promoting plurality in schools.
The FOK theory highlights the significance of
harnessing the information and skills
students bring from their families and
communities to enhance their educational
experiences. The result emphasizes that FOK
can improve cultural representation, lessen
the segregation of minority cultures, and
foster diversity among students. Among the
listed types of FOK are music, farming
methods, clothing, food, jokes, and cultural
folk. As Glide & Volman have mentioned in
their action research, FOK is learning about
farming and taking care of animals, Story and
construction, trade, money, crafts, art, music,
taking care of a home, and so on (2021). In
addition, the data links the literature to FOK's
resources for encouraging plurality. Similarly,
Aga Khan (2008) calls on educators to
embrace diversity and pluralism in the
classroom. He views intellectual humility and
pluralism as crucial to 21st-century
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
33 | P a g e B W O R e s e a r c h e s , PK-CA
education, arguing that we should expect
students at an IB school in Atlanta to be as
knowledgeable about Muhammad Ali Jinnah
or Jomo Kenyatta as they are about Atlanta's
great-son, the Reverend Doctor Martin
Luther King. Hence literature of different
civilizations will link cultures together and
connect every diverse student. The findings
also highlight parents as significant sources of
FOK and argue that schools should engage
with them to identify and build on their
children's familial abilities and knowledge.
Some inexperienced and radical colleagues
may be resistant to teaching tolerance and
appreciating diversity in schools and
classrooms. This study also agrees with
Nilofar Vazir (2003) that the Curriculum in
Pakistan is still a "specified fixed course of
study" (Webster's) because of this narrow
view. Children are thought to be the
"beneficiaries" of this official document, even
though it may not be based on their needs or
interests. This curriculum puts a lot of focus
on knowledge transmission, and how
textbooks and rules are followed. This kind of
"highly authoritative" leadership in schools
and classrooms does not pay attention to
how children feel. For instance, if the
classroom is multicultural or religiously
diverse. Teachers are obligated to instruct by
the dominant culture. Subsequently,
Untrained and extremist colleagues,
according to teachers, dislike it when
professional educators promote tolerance
and celebrate diversity in schools and
classrooms. This finding also backs up the
idea in the literature that minorities in
Pakistan feel they have been treated badly
because of their religion and made to feel like
second-class citizens (Muhammad, 2021). In
addition, it has been stated that when picking
FOKs, they must ensure that no students are
exposed to comparative judgment or cultural
contradiction. Teachers must teach learners
to appreciate diversity and difference and to
develop positive relationships with others
from diverse backgrounds – specifically
ethnic, racial, cultural, linguistic, and gender
– for ethnically different students to avoid
intergroup conflict and live the highest
quality of school life (Baskerville, 2011). So,
agreeing with Baskerville the results also
showed storytelling as a teaching strategy to
allow kids the opportunity to share their FOK
in the classroom and celebrate their
traditions, culture, and home at school. A
crucial component in the results found on
diversity and cultural differences is
storytelling. People acquire a cultural voice
through dialogue and narration, according to
Luna (1993). However, because they are
instructed to leave their expressiveness
behind as they proceed through the school,
students are rarely given that role in the
classroom. A lot of students who feel
excluded or alienated are made to doubt
their voices, according to Greene (1995), but
they do not have any other opportunities to
share their stories or make connections
between new information and what they
already know in their native tongues
(Baskerville, 2011). Furthermore, the finding
suggests working in varied groups or teams
helps children experience diversity. Pupils
develop a sense of co-existence and
acceptance of difference. A study by
Ferguson (2020) claims that group work is an
inclusive pedagogy that offers students
lasting interpersonal and psychological skills.
Learners participating in groups with shared
involvement can help promote successful
social inclusion owing to intergroup contact.
Also, current results show the same concern
that FOK can be brought and shared in
groups.
Conclusion
To conclude, the frequency of
violence, antagonism, and conflicts in
Pakistan resulting from ethnic, religious, and
cultural differences demonstrates the
necessity to foster plurality in schools. The
Funds of Knowledge (FOK) idea can be used
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
34 | P a g e B W O R e s e a r c h e s , PK-CA
to encourage pluralism in classrooms by
embracing cultural activities. FOKs can also
be utilized to foster student development and
parental involvement in schools. However,
instructors confront several obstacles in
adopting FOKs in the curriculum, including a
lack of autonomy in selecting curricula based
on the needs of the classroom population and
a highly authoritarian school and classroom
leadership. Furthermore, untrained and
radical coworkers may not appreciate
schools' promotion of diversity and
tolerance. Hence, teachers must teach
students to value diversity and distinction
and cultivate constructive interactions with
individuals from varied backgrounds. The art
of storytelling, group learning, and role-play
are fundamental to the study of cultural
differences and diversity. To provide an
inclusive environment for all children,
regardless of their culture, race, religion, or
neighborhood, schools should foster
pluralism.
Recommendations:
Research suggests that individuals can
better understand ethnic differences and
diversity through storytelling, group learning,
and role-playing activities. Thus, the study
has significant implications for policymakers,
curriculum, and teachers to educate about
pluralism to prevent ethnic, religious, and
cultural conflicts in Pakistan.
Innovation and Research Gap
The study contributes to focuses on
empowering humanity to embrace peace and
accept human diversity, though it’s based on
individuals' beliefs, race, culture, or faith. The
world is to spread peace and belongs to every
other person. Thus, the study opens doors for
future researchers to delve into the concept
of Funds of knowledge from many
educational aspects such as its integration
into the educational curriculum, assessment,
learning strategies, and teachers’ autonomy
for achieving pluralistic disposition among
students. The study, based on seven
participants from Sukkur IBA, highlights the
need for broader research with more
participants to increase generalizability.
References:
Ahmed. (2017, March 3). Peace Education in
Pakistan. Peace Education in Pakistan |
United States Institute of Peace.
Retrieved November 19, 2022, from
https://www.usip.org/publications/2017
/03/peace-education-pakistan
Aga Khan urges educators to embrace
pluralism and diversity in teaching: He
urges intellectual humility and pluralism
as essential to a 21st-century education.
(2008). Aga Khan Development Network.
https://the.akdn/en/resources-
media/whats-new/press-release/aga-
khan-urges-educators-embrace-
pluralism-and-diversity-teaching-he-
urges
Anjum, M., Muhammad, Y., & Rauf, A. (2021).
Teaching in a polarized Islamic society: A
phenomenological study of the Christian
school teachers in the Gujrat city. Global
Regional Review, 6(3), 45-52.
https://www.researchgate.net/profile/Ya
ar-
A Case Study on Professional Development in
Portugal. (2019). GCP-Case Study-
Portugal-Final. Retrieved November 19,
2022, from
https://www.pluralism.ca/wp-
content/uploads/2019/10/GCP-
CaseStudy-Portugal-Final.pdf
Baskerville, D. (2011, January). Developing
cohesion and building positive
relationships through storytelling in a
culturally diverse New Zealand classroom.
Teaching and Teacher Education, 27(1),
107–115.
https://doi.org/10.1016/j.tate.2010.07.0
07
Braun, V., & Clarke, V. (2006, January). Using
thematic analysis in psychology.
Qualitative Research in Psychology, 3(2),
77–101.
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
35 | P a g e B W O R e s e a r c h e s , PK-CA
https://doi.org/10.1191/1478088706qp0
63oa
Colombo, M. (2013). Introduction. Pluralism
in education and implications for analysis.
Italian Journal of Sociology of Education,
5(2).
Creswell, J. W. (2014). Research design:
Qualitative, quantitative, and mixed
methods approaches (4th ed.). Thousand
Oaks, CA: Sage Publications.
https://us.sagepub.com/en-
us/nam/research-design/book236067
Educating for Pluralism - Global Centre for
Pluralism. (2021, November 4). Global
Centre for Pluralism. Retrieved October 6,
2022, from
http://www.pluralism.ca/education
England, J. T. (1992, December). ERIC -
ED347494 - Pluralism and Education: Its
Meaning and Method. ERIC Digest., 1992-
Dec. ERIC - ED347494 - Pluralism and
Education: Its Meaning and Method. ERIC
Digest., 1992-Dec. Retrieved October 6,
2022, from
https://eric.ed.gov/?id=ED347494
Education and Social Change: An
Interrelationship | Adamas University.
(2020, May 12). Adamas University.
Retrieved November 25, 2022, from
https://adamasuniversity.ac.in/educatio
n-and-social-change-an-
interrelationship/
Fránquiz, M. E., Ortiz, A. A., & Lara, G. P.
(2021, October 2). Enlaces prometedores:
Funds of Knowledge and Funds of
Identity. Bilingual Research Journal, 44(4),
405–408.
https://doi.org/10.1080/15235882.2022.
2057767
Ferguson-Patrick, K. (2020, October 31).
Cooperative Learning in Swedish
Classrooms: Engagement and
Relationships as a Focus for Culturally
Diverse Students. Education Sciences,
10(11), 312.
https://doi.org/10.3390/educsci1011031
2
González, N., Moll, L.C., & Amanti, C.. (2005).
Funds of knowledge: Theorizing practices
in households, communities, and
classrooms. Mahwah, NJ: Lawrence
Erlbaum Associates.
Group International, M. R. (2022, August 23).
From exclusion to violence: The case of
religious minorities in Pakistan. Minority
Rights Group. Retrieved November 19,
2022, from
https://minorityrights.org/2022/08/23/p
akistan-forb-2022/
(Gonzalez et al., 2006) Gonzalez, N., Moll, L.
C., & Amanti, C. (Eds.). (2006, April 21).
Funds of Knowledge.
https://doi.org/10.4324/9781410613462
Habib, H. (2017). A study of cultural pluralism
and its advantages for education. Shanlax
International Journal of Education, 6(1),
88-93.
http://www.shanlaxjournals.in/article/ed
ucation/v6n1/17.pdf
Llopart, M., & Esteban-Guitart, M. (2016,
October 21). Funds of knowledge in 21st-
century societies: inclusive educational
practices for under-represented students.
A literature review. Journal of Curriculum
Studies, 50(2), 145–161.
https://doi.org/10.1080/00220272.2016.
1247913
Maitra, D. (2017). Funds of knowledge: An
underrated tool for school literacy and
student engagement. International
journal of society, culture & language,
5(1), 94-102.
Mohajan, H. K. (2018). Qualitative research
methodology in social sciences and
related subjects. Journal of economic
development, environment and people,
7(1), 23-48.
McCombes, S. (2022, October 10). Sampling
Methods | Types, Techniques &
Examples. Scribbr.
Pedagogical Utility Of Funds Of Knowledge For Education For Pluralism Bwo-R “Journal Of Academic Research For Humanities (Jarh) 3(4)”
36 | P a g e B W O R e s e a r c h e s , PK-CA
https://www.scribbr.com/methodology/
sampling-methods/
McCombes, S. (2019, May 8). What Is a Case
Study? | Definition, Examples & Methods.
Scribbr. Retrieved November 25, 2022,
from
https://www.scribbr.com/methodology/
case-study/
Anjum, M., Muhammad, Y., & Rauf, A. (2021).
Teaching in a polarized Islamic society: A
phenomenological study of the Christian
school teachers in the Gujrat
city.http://dx.doi.org/10.31703/grr.2021(
VI-III).05
Moll, L., Amanti, C., Neff, D., & Gonzalez, N.
(2006). Funds of knowledge for teaching:
Using a qualitative approach to connect
homes and classrooms. In Funds of
knowledge (pp. 71-87). Routledge.
Resources & Presentations - Global Centre for
Pluralism. (2021, October 29). Global
Centre for Pluralism. Retrieved October 6,
2022, from
https://www.pluralism.ca/what-we-do-
2/education/resources-2/
Roegholt, S., Wardekker, W., & Van Oers, B.
(1998, March). Teachers and pluralistic
education. Journal of Curriculum Studies,
30(2), 125–141.
https://doi.org/10.1080/0022027981836
66
Schachner, M. K. (2017, May 14). From
equality and inclusion to cultural
pluralism – Evolution and effects of
cultural diversity perspectives in schools.
European Journal of Developmental
Psychology, 16(1), 1–17.
https://doi.org/10.1080/17405629.2017.
1326378
Gilde, J., & Volman, M. (2021, May 4). Finding
and using students’ funds of knowledge
and identity in superdiverse primary
schools: a collaborative action research
project. Cambridge Journal of Education,
51(6), 673–692.
https://doi.org/10.1080/0305764x.2021.
190684z
Vazir, N. (2013, January 4). Curriculum as
practiced in Pakistan. “Curriculum as
Practiced in Pakistan” by Nilofar Vazir.
https://ecommons.aku.edu/pakistan_ied
_pdck/123
