Grappling with Funds of Knowledge in Rural Appalachia and Beyond: Shifting Contexts of Pre-Service Teachers

Abstract

Funds of Knowledge (FoK) is a form of research in which families’ practices inform education. Unfortunately, neoliberalism minimizes understanding families’ assets because educators must transmit standardized knowledge for tests. In Appalachia, grappling with complex knowledge is challenging because of the opioid crisis. Through Bakhtin’s theory of polyvocality, this case study examined how White pre-service teachers (PSTs) in rural Appalachia attempted to “grapple” with FoK during student teaching and in diversified settings after graduation. Findings showed that teacher educators sought to promote FoK but PSTs thought about the children and families they worked with in rural and Appalachian settings through a deficit lens. Former PSTs that remained in rural and Appalachian contexts presented emergent knowledge of FoK yet framed their White students as “traumatized.” Those who moved to urban/suburban contexts with many students of color focused on behaviors and did not discuss FoK. Suggestions for policymakers and teacher educators are included.