ABSTRACT

This article describes the impact of asset-based pedagogies in elementary classrooms. Working with concepts such as culturally relevant/sustaining pedagogies, funds of knowledge, and Afro-centric praxis, it is possible to disrupt commonplace and pervasive assumptions about urban and diverse classroom spaces. Drawing from Grade 1 and Grade 4 classrooms, the article highlights a number of engagements that exemplify King and Swartz’s culturally informed principles of locating students, multiple ways of knowing and communal responsibility. As a result, teachers and teacher candidates affirm the importance of culturally sustaining and asset-based pedagogies in teacher education and in classrooms to promote well-being, agency and belonging.

摘要

本文描述了基于资产的教学法对小学课堂的影响。使用与文化相关/可持续的教学法、知识基金和以非洲为中心的实践等概念，有可能打破关于城市和多样化课堂空间的普遍和普遍的假设。文章取材于 1 年级和 4 年级的课堂，重点介绍了许多活动，这些活动体现了 King 和 Swartz 在定位学生、多种认识方式和共同责任方面的文化知识原则。因此，教师和教师候选人肯定了在教师教育和课堂中文化维持和基于资产的教学法对促进幸福感、能动性和归属感的重要性。