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(p. 133). These accumulated knowledge systems shape children's experiences in the household in totality as they participate in activities related to work and play in individual as well as group settings. The boundaries between individual versus group work, or being supervised by adults versus being in a supervisory role of younger siblings, become blurry and are very well captured by the term funds of knowledge that these children bring to school. Moll et al. (1992) shared a sample of household funds of knowledge in various domains that students bring with them to school. These domains are rich, robust and diverse, for example, agriculture and mining (soil irrigation skills; crop planting; hunting, tracking, and dressing; animal management, etc.), material and scientific knowledge (construction, carpentry, masonry, painting, etc.), mining (timbering, minerals, equipment operation and maintenance), repair (airplane, automobile, and house maintenance), medicine (contemporary medicines, drugs, first aid procedures, anatomy, etc.], also folk medicine, herbal knowledge, folk cures, folk veterinary cures, etc.), and business (building codes, consumer knowledge, sales, etc.). Allen et al. (2002) report on a project called PhOLKS (Photographs of Local Knowledge Sources). In this project, students used cameras that were provided by the teachers to capture “things that were important to them in their homes or neighborhood” (Allen et al., 2002, p. 313). Students then generated subjects of their photographs that included family members, events, and activities. Based on the generated subjects, students wrote their narratives as written or dictated stories to provide perspectives on everyday life. The goal of this activity was to allow the students to present themselves as their hybrid selves in contexts outside of the classroom and in relation to their family and community members. This study thus was able to capture how the “centrality of social relationships in learning and in developing classroom communities became readily apparent” (Moll & Arnot-Hopffer, 2005, p. 245).
Many of these accumulate knowledge systems are not represented in contemporary schooling, where students are expected to be passive bystanders and receivers of knowledge systems being imposed by adults, versus building on knowledge systems created in the household