Funds of knowledge as a culturally responsive pedagogy in higher education

Judy Marquez Kiyama, Cecilia Rios-Aguilar, Regina Deil-Amen

Research output: Chapter in Book/Report/Conference proceedingChapter

9 Scopus citations


The important work of Gloria Ladson-Billings (1995) has taught us that culturally responsive pedagogy encourages student achievement in K–12 education. Culturally responsive pedagogy includes the following three criteria: “an ability to develop students academically, a willingness to nurture and support cultural competence, and the development of a sociopolitical or critical consciousness” and includes “three conceptions regarding self and other, social relations, and knowledge” (Ladson-Billings, 1995, p. 483). Thus, culturally responsive pedagogy situates student learning and academic success within the broader social and cultural contexts in which students and their families live, work, and function in everyday life. And, by drawing upon students’ cultural ways of knowing and being, their learning and engagement is enhanced (Brockenbrough, 2014; Ladson-Billings, 1995). According to Ladson-Billings (1995), she built upon the term “culturally responsive,” rather than culturally appropriate, culturally congruent, or culturally compatible, for the following reason: “only the term culturally responsive appears to refer to a more dynamic or synergistic relationship between home/community culture and school culture” (p. 467). Therefore, an essential conceptual and pedagogical foundation is established when considering funds of knowledge as a culturally responsive pedagogy.

Original languageEnglish (US)
Title of host publicationFunds of Knowledge in Higher Education
Subtitle of host publicationHonoring Students' Cultural Experiences and Resources as Strengths
PublisherTaylor and Francis
Number of pages14
ISBN (Electronic)9781315447315
ISBN (Print)9781138213838
StatePublished - Jan 1 2017

ASJC Scopus subject areas

  • General Social Sciences


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