What are "funds of awareness," and how do teachers make use of them? What are some examples?
The response is: Individual knowledge acquired over time and established by a culture that enables him to perform household tasks or individual works for well-being is referred to as a fund of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992). Teachers may use their information funds to promote understanding and create a conducive learning environment. Teachers should adopt the role of a learner to gain a new viewpoint on their students and their communities, allowing them to see cultural diversity and cognitive resources within their students' families and households. With this knowledge about students' household and family, a teacher can promote a culturally responsive and highly interactive classroom environment that will encourage the students participate in knowledge sharing and experience gain. For example, a teacher can use students' funds of knowledge in teaching about cultural diversification among students in a class.
What do various definitions of family have in common? How do they differ?
Answer: The most common conception that all definitions of a family include is the presence of a past or present relationship bond developed thorough marriage, adoption, blood or living (Definitions of Family, 2009). The most common and easiest type of family is formed through blood relationship or marriage whereas a family formed by the common interest or mutual dependence of its members are less common or less recognized officially.
The most distinctive difference among various definitions of a family comes from legal acceptance. Most definitions consider legal families only – families with members having legal bonds or relationship. On the other hand, other definitions include all relationship bondages as families irrespective of their legal acceptance or societal status.
What considerations can you take when working with sociological parents vs. biological parents?
Answer: Working with sociological and biological parents are different and challenging in their respective ways. Bonding relationship is complex in both cases though sociological parents have to work much to create an environment of caring and sharing. While working with sociological parents, it will be of prime concern to create a functional bonding between parents and children. Despite high rate of success in adoption, the early stage of creating a bond between sociological parents and children is not easy (Groza, Rosenberg, & Groza, 2001). Working for behavioral modification and attitude adjustment of sociological parent is essential to create a flexible environment for adoptive children to grow (Pappas, 2010). On the other hand, working with biological parents has its own problem. It is essential to consider stress level, physical condition, emotional maturity and other psychological factors like anger while working with biological parents.
References
Definitions of Family . (2009, February 24). Retrieved from pobronson.com: http://www.pobronson.com/factbook/pages/39.html#260
Groza, V. K., Rosenberg, K. F., & Groza, V. F. (2001). Clinical and Practice Issues in Adoption. Praeger.
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 132-141.
Pappas, S. (2010, April 19). The Dark Side of Adoptions: Why Parents and Kids Don’t Bond. Retrieved from Livesicence : http://www.livescience.com/11007-dark-side-adoptions-parents-kids-bond.html
