Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse

ABSTRACTS In this article we analyze the intersections and disjunctures between everyday (home, community, peer group) and school funds of knowledge and Discourse (Gee, 1996) that frame the school‐based, content area literacy practices of middle school‐aged youth in a predominantly Latino/a, urban community of Detroit, Michigan, in the United States. Using data collected across five years of an on‐going community ethnography, we present findings on the strength of various funds that shape the texts available to a sample of 30 young people in the community and school we studied. We then present the patterns that we analyzed across each of the different documented funds. We use our findings on the funds that…