#40: Epistemological Beliefs: A Missing Link in Funds of Knowledge/Identity Scholarship

This paper explores the intersection between Schommer’s Epistemological Belief Model and the Funds of Knowledge/Identity (FoK/I) framework to better understand how teachers’ beliefs about knowledge influence FoK/I approach. Drawing on qualitative data from teacher interviews, the study highlights how naïve epistemological beliefs, such as viewing knowledge as fixed, certain, or exclusively derived from authority, may limit the recognition of FoK/I, while more sophisticated beliefs support the integration of students’ cultural, experiential, and practical knowledge into classroom learning. Findings demonstrate that teachers with constructivist and growth-oriented beliefs are more likely to scaffold learning through students’ FoK/I. Despite the richness of FoK/I scholarship, limited research has examined the role of epistemological beliefs in shaping how teachers utilize students’ FoK/I. This study addresses that gap by offering a conceptual framework that links epistemological beliefs with FoK/I, contributing to broader discussions on equity-oriented pedagogy and culturally responsive teaching.