Die leerpraktykvorming van plattelandse werkersklasleerders gegrond op hulle fondse van kennis

Fillies, Henry ; Fataar, Aslam (2017)

CITATION: Fillies, H. & Fataar, A. 2017. Die leerpraktykvorming van plattelandse werkersklasleerders gegrond op hulle fondse van kennis. LitNet Akademies, 14(1):186-212.

The original publication is available at https://www.litnet.co.za

Article

Hierdie artikel handel oor hoe vyf landelike werkersklasleerders hulle fondse van kennis (FvK) gebruik vir die vestiging van hulle leerpraktyke. Met fondse van kennis verwys ons na die noodsaaklike kulturele praktyke en die vorme van kennis en inligting wat huishoudings en gemeenskappe gebruik om te oorleef of om vooruitstrewend te bly (Moll 1992:21). Die vraag wat ons verken, is: Hoe gebruik die leerders hulle fondse van kennis in en oor hulle geleefde ruimtes vir die bou en vestiging van hulle leerpraktyke? Met antwoorde op hierdie vraag poog ons om insig en ’n verduideliking te bied rakende die multidimensionele aspekte betreffende werkersklaswoonbuurte se sosio-ekonomiese dinamiek en hoe dit leerders se leerprosesse beïnvloed. Ons probeer toon hoe vyf leerders, Cherry, Ruby, Musa, Sally en Tom (skuilname), deur hulle eie ondervindings, netwerke, wisselwerking en agentskap hulle fondse van kennis bekom ter ondersteuning van hulle leerpraktyke in hulle geleefde ruimtes. Die belangrikste argument wat ons aanvoer, is dat die konstruering van werkersklasleerders se leerpraktyke begryp moet word deur op verskeie en onderling verweefde sosioruimtelike samestellings sowel as verskeie diskursiewe praktyke wat dit beïnvloed, te konsentreer. Ons probeer dus illustreer hoe die geselekteerde leerders dit regkry om deur middel van diskursiewe praktyke, wat ook hulle fondse van kennis binne hulle geleefde ruimtes behels, hulle leerpraktyke te vestig.

his article is a discussion of how five rural working-class learners use their funds of knowledge (FK) to establish their learning practices. With funds of knowledge we refer to the cultural practices and forms of knowledge and information found in households and communities that people utilise to survive and maintain viable lives (Moll 1992:21). The question that this article responds to is: How do learners in impoverished circumstances deploy their FK in and across their lived spaces in order to build and establish their learning practices? We attempt to provide an insight into the ways in which the socio-economic dynamics in rural working-class neighbourhoods influence learners’ learning processes. The article illustrates how five learners utilise their experiences, networks, and agency towards acquiring their FK and how they use these to establish their learning practices in their lived spaces. The main argument that we posit is that understanding these learners’ learning practice formation requires that we concentrate on the complex and interwoven social-spatial practices and discourses that they use to establish their learning practices. We thus set out to illustrate how selected learners mobilise their FK in their spaces in order to form and establish their learning practices.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/104229
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