Unlocking Cultural Treasures: Viewpoints of Preschool Teachers Working with Refugee Children on Funds of Knowledge

Authors

DOI:

https://doi.org/10.18251/ijme.v26i3.4315

Keywords:

refugee children, refugee education, early childhood education, multicultural education, multicultural classroom, preschool teacher

Abstract

Funds of knowledge (FoK) is one of the most practical approaches used in multicultural classrooms, particularly in countries hosting numerous refugees. This phenomenological study examined the experiences of 21 preschool teachers working with refugee children regarding how they define FoK and the value of knowing FoK. Accordingly, teachers had comprehensive perspectives regarding FoK. They perceived FoK as valuable in developing bonds and overcoming prejudices. This study revealed the necessity of internalizing the asset approach for inclusive early childhood settings. Policymakers worldwide should incorporate FoK into teacher training and early childhood education curricula. Increasing studies regarding FoK is strongly recommended.

Author Biographies

Elif Altaş, TED University

Elif Naz Altaş is a doctoral student in the Department of Elementary and Early Childhood Education at Middle East Technical University and research assistant in the Department of Early Childhood Education at TED University. Her current research interests include diversity, refugee children’s education, self-care development, environmental education in early childhood.

Ayşenur Mumcuoğlu, Middle East Technical University

Ayşenur Mumcuoğlu is a doctoral student and research and teaching assistant in the Department of Elementary and Early Childhood Education at Middle East Technical University. Her research interests include circle time, professional development, and cognitive development in early childhood education.

Tuba Özgül, TED University

Tuba Özgül is a doctoral student in the Department of Elementary and Early Childhood Education at Middle East Technical University, and she has been working as a research and teaching assistant in the Department of Elementary Education, Early Childhood Education Program at TED University. Her research interests include early childhood environmental education, sharenting and funds of knowledge in early childhood education.

Zeliha Demirci Ünal, Middle East Technical University

Zeliha Demirci Ünal is a doctoral student and research and teaching assistant in the Department of Elementary and Early Childhood Education at Middle East Technical University. Her research interests include childhood sociology, social development, curriculum and multicultural early childhood education.

Hasibe Özlen Demircan, Middle East Technical University

Hasibe Özlen Demircan is an associate professor in the Department of Elementary and Early Childhood Education at Middle East Technical University. She earned her doctoral degree in Early Childhood Education from the Middle East Technical University in 2012. Her work focuses on parent involvement and education, teaching methods in early childhood education and cognitive development of children.

 

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Published

2024-12-27

How to Cite

Altaş, E. N., Mumcuoğlu, A., Özgül, T., Demirci Ünal, Z., & Demircan, H. Özlen. (2024). Unlocking Cultural Treasures: Viewpoints of Preschool Teachers Working with Refugee Children on Funds of Knowledge. International Journal of Multicultural Education, 26(3), 28–57. https://doi.org/10.18251/ijme.v26i3.4315

Issue

Vol. 26 No. 3 (2024): Open Issue

Section

Articles (Peer-reviewed)

License

Copyright (c) 2024 International Journal of Multicultural Education

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.