naa a22 4500 510781063 CHVBK 20180411083247.0 cr unu---uuuuu 180411e20131201xx s 000 0 eng 10.1007/s11422-013-9515-6 doi (NATIONALLICENCE)springer-10.1007/s11422-013-9515-6 Licona Miguel Department of Curriculum and Instruction, New Mexico State University, P.O. 30001, 88003-8001, Las Cruces, NM, USA aut Mexican and Mexican-American children's funds of knowledge as interventions into deficit thinking: opportunities for praxis in science education [Elektronische Daten] [Miguel Licona] In this case study, I use an ethnographic-style approach to understand the funds of knowledge of immigrant families living in colonias on both sides of the US/Mexico border. I focus on how these "knowledges” and concomitant experiences impact the ways we perceive and treat immigrant students who have all too often been viewed through deficit lenses that relegate them to the lowest expectations and outcomes in the classroom. I find that Mexican and Mexican-American families hold unusually sophisticated and relevant "knowledges” to mitigate their everyday lives. In this paper, I will refer to citizens of Mexico, whether they reside in Mexico or have crossed to the United States legally or without documentation for purposes of work, as Mexican. People who have crossed the border and are living in the US as legal residents or have gained citizenship are referred to as Mexican-Americans. They live a hybrid identity that is varied and dynamic, an issue that adds to the complexity of the content and contexts of this study. These families know and use these "knowledges” on a daily basis, yet they are not recognized by teachers in the US as a starting point to affirm and support immigrant children. Instead, immigrant children are relegated to the non-gifted and lower track classes where science is taught from an abstract and non-contextual and therefore less engaged basis. The approach I outline here, based on insights from my case study, can greatly improve teachers' abilities to prepare their curricula for diversity in science education and science literacy as well as for broad expectations for student success. Springer Science+Business Media Dordrecht, 2013 Deficit thinking nationallicence Funds of knowledge nationallicence Mexican-American students nationallicence Science literacy nationallicence Teacher education nationallicence Cultural Studies of Science Education Springer Netherlands 8/4(2013-12-01), 859-872 1871-1502 8:4<859 2013 8 11422 https://doi.org/10.1007/s11422-013-9515-6 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11422-013-9515-6 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Licona Miguel Department of Curriculum and Instruction, New Mexico State University, P.O. 30001, 88003-8001, Las Cruces, NM, USA aut NATIONALLICENCE 773 0- Cultural Studies of Science Education Springer Netherlands 8/4(2013-12-01), 859-872 1871-1502 8:4<859 2013 8 11422 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer