This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-across them, and (re)imagine future directions for utilizing these frameworks to address intersecting structural inequalities in the pursuit of strengthened social-educational justice. We argue that putting BAC, FK, and CCW into mutual interrogation can deepen understanding of these inequalities and ways to approach them in education praxis.

本文批判性地探索了三种面向社会正义的教育方法的理论，概念和方法论方面：资本的布迪厄分析（BAC），知识基金（FK）和社区文化财富（CCW）。我们在这三个框架之间显示出趋同和分歧，力求从概念上阐明它们，阐明对教育实践的影响，阐明它们之间和内部的重要紧张关系，并（重新）想象使用这些框架来解决相交的结构性不平等的未来方向。追求加强社会教育公正。我们认为，将BAC，FK和CCW进行相互审讯可以加深对这些不平等现象的认识，以及在教育实践中应对这些不平等现象的方法。