Teaching for Social Justice through Funds of Knowledge in the Third Space

  • Monica Taylor
  • Alexander Diaz
  • Janae Taylor
  • Kathryn Strom
  • Gail Perry-Ryder
Part of the Bold Visions in Educational Research book series (BVER)


Drawn from a case study of a Newark youth, Alex’s narrative illustrates some of the insights he developed while mentoring a student during his initial summer semester in the program. A central goal of the secondary cohort of the NMUTR in general, and the summer semester specifically, was to provide the residents with opportunities to really get to know Newark youth within their own community rather than to support, confirm, or enhance the typical deficit ways in which we think about urban youth.


Social Justice Urban Youth Urban Student Responsive Teaching Rock Music 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. All Stars Project, Inc. (2007). Helping youth to grow. New York, NY.Google Scholar
  2. Apple, M., & Beane, J. (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
  3. Au, W., Karp, S., & Bigelow, B. (2007). Rethinking our classrooms: Teaching for equity and justice (Rev. ed.). Milwaukee, WI: Rethinking Schools.Google Scholar
  4. Ayers, W. (2009). Teaching in and for democracy. Kappa Delta Pi Record, 12(1–2), 3–10.Google Scholar
  5. Ayers, W., Hunt, J. A., & Quinn, T. (1998). Teaching for social justice: A democracy and education reader. New York, NY: New Press.Google Scholar
  6. Banks, J. A., & McGee Banks, C. A. (2010). Multicultural education: Issues and perspectives (7th ed.). New York, NY: Wiley.Google Scholar
  7. Bhabha, H. K. (1994). The location of culture. London, UK: Routledge.Google Scholar
  8. Bigelow, B., Harvey, B., Karp, S., & Miller, L. (Eds.). (2001). Rethinking our classrooms: Teaching for equity and justice (Vol. 2). Milwaukee, WI: Rethinking Schools.Google Scholar
  9. Bourdieu, P. (1973). Knowledge, education, and cultural change. London, UK: Harper & Row Publishers.Google Scholar
  10. Bourdieu, P. (1977). Outline of a theory of practice (R. Nice, Trans.). Cambridge, UK: Cambridge University Press.Google Scholar
  11. Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of child development (pp. 187–249). Boston, MA: JAI Press.Google Scholar
  12. Bruner, J. S. (1965). The process of education. Cambridge, MA: Harvard University Press.Google Scholar
  13. Buck, P., & Sylvester, P. S. (2005). Preservice teachers enter urban communities: Coupling funds of knowledge research and critical pedagogy in teacher education. In N. Gonzalez, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 213–232). New York, NY: Routledge.Google Scholar
  14. Chu, M. (2014). Preparing tomorrow’s early childhood educators: Observe and reflect about culturally responsive teaching. Young Children, 69(2), 82–87.Google Scholar
  15. Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.Google Scholar
  16. Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research in the next generation. New York, NY: Teachers College Press.Google Scholar
  17. Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in education. Journal of American Education, 115(3), 347–377.CrossRefGoogle Scholar
  18. Coia, L., & Taylor, M. (2013). Uncovering feminist pedagogy: A co/autoethnography. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 9(1), 3–17.CrossRefGoogle Scholar
  19. Coia, L., & Taylor, M. (2014). A Co/autoethnography of feminist teaching: Nomadic jamming into the unpredictable. In M. Taylor & L. Coia (Eds.), Gender, feminism, and queer theory in the self-study of teacher education practices (pp. 157–169). Rotterdam, The Netherlands: Sense Publishers.Google Scholar
  20. Crawford-Garrett, K. (2013). Teach for America and the struggle for urban school reform: Searching for agency in an era of standardization. New York, NY: Peter Lang.Google Scholar
  21. Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241–1299.CrossRefGoogle Scholar
  22. Darling-Hammond, L. (1994). Who will speak for the children? How “teach for America” hurts urban schools and students. Phi Delta Kappan, 76, 21–34.Google Scholar
  23. Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY: The New Press.Google Scholar
  24. Dewey, J. (1902). The child and the curriculum and the school and society. Chicago, IL: Phoenix Books.Google Scholar
  25. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of Education. New York, NY: Free Press.Google Scholar
  26. Dudley-Marling, C. (2013). Overcoming deficit thinking through interpretive discussion. In P. C. Gorski, K. Zenkov, N. Osei-Kofi, & J. Sapp (Eds.), Cultivating social justice teachers: How teacher educators have helped students overcome cognitive bottlenecks and learn critical social justice concepts (pp. 68–83). Sterling, VA: Stylus.Google Scholar
  27. Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324.CrossRefGoogle Scholar
  28. Foucault, M. (1980). Truth and power. In C. Gordon (Ed.), Power/Knowledge: Selected interviews and other writings, 1972–1977. New York, NY: Pantheon Books.Google Scholar
  29. Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Seabury Press.Google Scholar
  30. Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. Westport, CT: Bergin & Garvey.Google Scholar
  31. Gay, G. (2000). Culturally responsive teaching. New York, NY: Teachers College Press.Google Scholar
  32. Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Westport, CT: Greenwood Publishers.Google Scholar
  33. Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York, NY: Routledge.Google Scholar
  34. Gonzalez, N. (2005). Beyond culture: The hybridity of funds of knowledge. In N. Gonzalez, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 29–46). New York, NY: Routledge.Google Scholar
  35. Gonzalez, N., Moll, L., & Amanti, C. (2005). Introduction: Theorizing practice. In N. Gonzalez, L. C. Moll, & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 1–24). New York, NY: Routledge.Google Scholar
  36. Haberman, M. (1995). Star teachers of children in poverty. West Lafayette, IN: Kappa Delta Pi.Google Scholar
  37. Harste, J. (2001). What education is and isn’t. In S. Boran & B. Comber (Eds.), Critiquing whole language and classroom inquiry (pp. 1–17). Urbana, IL: National Council for Teachers of English.Google Scholar
  38. Hinchey, P. (2001). Finding freedom in the classroom: A practical introduction to critical theory. New York, NY: Peter Lang.Google Scholar
  39. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.CrossRefGoogle Scholar
  40. Lather, P. (2006). (Post)Feminist methodology: Getting lost OR a scientificity we can bear to learn from. Paper presented at the Research Methods Festival, Oxford, England, 2006, October.Google Scholar
  41. Moje, E., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse. Reading Research Quarterly, 39(1), 38–70.CrossRefGoogle Scholar
  42. Moll, L., & González, N. (1997). Teachers as social scientists: Learning about culture from household research. In P. Hall (Ed.), Race, ethnicity and multiculturalism: Missouri symposium on and educational policy (Vol. 1, pp. 89–114). New York, NY: Garland.Google Scholar
  43. Moore, D. W., Bean, T. W., Birdyshaw, D., & Rycik, J. A. (1999) Adolescent literacy: A position statement. Journal of Adolescent & Adult Literacy, 43, 97–111.Google Scholar
  44. Nieto, S. (2007). Affirming diversity: The sociopolitical context of multicultural education (3rd ed.). Boston, MA: Allyn and Bacon.Google Scholar
  45. Peterson, R. E. (2009). Teaching how to read the world and change it: Critical pedagogy in the intermediate grades. In A. Darder, M. P. Bartodano, & R. D. Torres (Eds.), The critical pedagogy reader (2nd ed., pp. 305–323). New York, NY: Routledge.Google Scholar
  46. Popkewitz, T. (1998). Struggling for the soul: What’s wrong with humanitarian aid? London, UK: Picador.Google Scholar
  47. Schultz, K. (2003). Listening to teach: Responding to the demands of teaching in a pluralistic democracy. New York, NY: Teachers College Press.Google Scholar
  48. Schwarzenbach, B., Bauermeister, C., & Pfahler, A. (2003). Save your generation [Recorded by Fall Out Boy]. On Bad Scene, Everyone’s Fault: Jawbreaker tribute [album]. Brooklyn, New York, NY: Dying Wish Records.Google Scholar
  49. Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago, IL: University of Chicago Press.Google Scholar
  50. Short, K. G., & Harste, J. C., with Burke, C. (Eds.). (1996). Creating classrooms for authors and inquirers. Portsmouth, NH: Heinemann.Google Scholar
  51. St. Pierre, E. A. (2000). Poststructural feminism in education: An overview. Qualitative studies in education, 13(5), 477–515.CrossRefGoogle Scholar
  52. Suskind, R. (1999). A hope in the unseen. New York, NY: Broadway Books.Google Scholar
  53. Taylor, M., & Otinsky, G. (2007). Becoming whole language teachers and social justice agents: Pre service teachers inquire with sixth graders. International Journal of Progressive Education, 3(2) 59–71.Google Scholar
  54. Veltri, B. T. (2010). Learning on other people’s kids: Becoming a teach for America teacher. Charlotte, NC: Information Age Publishing.Google Scholar
  55. Villegas, A. M., & Lucas, T. (2002). Culturally responsive teaching: A coherent approach. Albany, NY: State University of New York Press.Google Scholar
  56. Villegas, A. M., & Lucas, T. (2011). A framework for linguistically responsive teaching. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 55–72). New York, NY: Routledge.Google Scholar
  57. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
  58. Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar

Copyright information

© Sense Publishers 2015

Authors and Affiliations

  • Monica Taylor
    • 1
  • Alexander Diaz
    • 2
  • Janae Taylor
    • 3
  • Kathryn Strom
    • 4
  • Gail Perry-Ryder
    • 5
  1. 1.Department of Secondary and Special EducationMontclair State UniversityMontclairNew Jersey
  2. 2.Eastside High SchoolNewarkNew Jersey
  3. 3.Arts High SchoolNewarkNew Jersey
  4. 4.Department of Educational LeadershipCalifornia State University, East BayHaywardCalifornia
  5. 5.Teacher Education and Teacher DevelopmentMontclair State UniversityMontclairNew Jersey

Personalised recommendations