My philosophy of education was born in the barrio of Washinton Heights, New York during my early years as a teacher where I heeded the call to action for social justice reform in education. I have since translated those budding beliefs into using a robust theoretical approach- founded by esteemed scholars (Gonzalez, Moll & Amanti, 2005) the funds of knowledge. The basic premise of the funds of knowledge is that the historically accumulated and culturally developed bodies of knowledge and skills stem from the household. These resources form the dynamic layers of a child's experience not only in the home, but in school, and in the community. These distinct ecosystems, shape the educative, and social relationships of children. These mutualistic roles are sourced from individual family members, friends, that are then transferred across an unlimited array of interactions. Therefore, specific interactions like these can multiply their learning environments, and engagements and accumulate "funds" that can add to a broader depth of knowledge for children. My philosophy is such that, with the interconnectedness of each of the variables mentioned above, this lens aid educator's by providing a different perspective of our schooling communities. Whose absorption of the familial, communal, and schooling funds of knowledge and identity may reveal added levels of the ways students adapt educational and cultural values that can transform schooling experiences. Furthermore, I conclude there is a link between learning and social change; the way in which educators provide an array of pedagogical sources our students can then become critical thinkers. Then teachers can expand the possibility of this development by reconstructing schooling to distribute critical thinking for democratic change. Therefore, by connecting "funds" the analytical learner can now use their experiences and histories and engaging the space of the wider world around them as a site of contestation, resistance and power The societal issues regarding inequity, racism, poverty, and the slew of social injustices surrounding our communities require critical thinking for democratic change. Students and educators with our collective knowledge and experiences can add to a wider exposure or understanding of the social injustices and inequalities in school, communities and society. In paying attention to such funds we gain considerable insight into how children, communities and schooling accumulate and utilize their abilities. It seems only fitting then, to view our global interactions as a symbiotic relationship in which we are reliant on each other for the success of our collective future. The growing revulsion against the endless wars, the military machine, has manifested in mass protest. Each of us can choose to either participate or ignore the truths; I stand firm in demanding a new future. It is our duty, our human right, and our requirement, to be a voice, a movement, a picture, a story, and a media outlet and to remember and remind ourselves that inequality and hegemony are grossly present in the world today. We need to awaken a higher consciousness of class conflict, racial injustice, economic inequality and international arrogance. There is the past and its continuing horrors: violence, war, prejudices, monopolizations, political power in the hands of liars and murderers, building prisons instead of schools, poisoning the press and the entire culture by money, to name a few. We can choose to make a change, or we can watch. I do not let the past, or for that matter, the present discourage me. Ensuring a dialog that includes the voice of educators, students, parents and the entire community is where change will be me
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