Distinguishing Features of Funds of Knowledge, Curriculum of Lives, Habitus, and Discourses
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Abstract
This paper explores the affordances and limitations of several popular conceptual frameworks often used in qualitative literacy research, especially that where narratives are used as data. These frameworks are Funds of Knowledge, Curriculum of Lives, Habitus, and Discourses. The author draws on the narratology of Bal to open space for comparing these frameworks, and through a sample analysis of one narrative, exposes underlying assumptions the frameworks reveal about relationships in research, literacy, and narrative analysis.
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