The concept of “funds of knowledge” is simple and seemingly obvious, but it could also revolutionize how education works. Funds of knowledge refers to the accumulated bodies of knowledge possessed by various ethnic groups and families, the folkways that govern how they see and view the world. In contrast to one-size-fits-all methods of teaching that ignore cultural differences—and can actually perpetuate hurtful discrimination against minority groups—funds of knowledge allows educators to integrate their knowledge of the subject at hand into the lived experiences of their pupils (Levinson & Pollock, 2011, 481-482). By adopting a funds of knowledge approach to teaching, educators can become both more effective at educating and more sensitive to the needs of minority communities, as well as aid students who are having difficulties.
The theory of funds of knowledge is simple: people, including students, are competent and possess knowledge on their own, and that tapping into this knowledge is the most effective way to help students learn. In order to do that, however, teachers need to play a dual role as a student themselves, becoming cognizant of potential cultural and ethnic differences between them and their pupils (Levinson & Pollock, 2011, 482-483). While this is not terribly difficult in the case of students who are similar in background to the teacher, for students from considerably different backgrounds, the funds of knowledge theory is vital for educational efficacy.
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A practical application of the funds of knowledge theory in regards to helping poorly performing students catch up can be seen in the short film “Caine’s Arcade.” The film concerns a young boy named Caine who set up an arcade in his father’s auto parts shop in East Los Angeles, using cardboard, tape and other mundane tools (Mullick, 2012). He then charged customers money to play the games, eventually culminating in his discovery by the filmmaker who created “Caine’s Arcade.”
“Caine’s Arcade” demonstrates how tapping into the knowledge of a family or community enhances and eases the learning process. Caine had no assistance from his family or anyone else—while his father encouraged his creation of the arcade, he didn’t actively participate in its construction—yet he still built an entire arcade based solely on his own knowledge and work ethic (Mullick, 2012). Caine observed his father’s operations in his auto shop, saw the kinds of tools he worked, and built the arcade games based on both that and his own knowledge of how arcades worked. He quite literally built Caine’s Arcade by plumbing his own funds of knowledge.
The practical applicability of “Caine’s Arcade” to educators is immeasurable. Caine built his arcade through self-knowledge, freedom and being left to his own devices. The indicator here is that educators should utilize the family and ethnic backgrounds of their students to leverage their ability to teach them knowledge and skills (Levinson & Pollock, 2011, 482-483). Had Caine been shuffled into a highly regimented classroom or existence, he never would have been able to obtain the leeway or freedom to create Caine’s Arcade (Mullick, 2012). Educators should examine the environment in which he grew up and use the example of his work in order to create customized learning environments for students based on their respective environments and backgrounds.
The rigid, inflexible approach to education that is customary in America and other developed countries has disadvantaged many children from minority backgrounds. The funds of knowledge theory, if applied effectively, can help close the gap and help underachieving students catch up with their peers. As the example of Caine’s Arcade shows, utilizing the knowledge possessed by minority communities and families makes education easier, more permanent, and even more fun.
