Understanding How Resettled Refugee Youth Bridge Funds of Knowledge With Science Learning

Abstract

Refugees’ knowledge and experiences are often rendered invisible. Building on an asset-based view, our study investigates the practices of resettled refugee youth bridging funds of knowledge with science learning in an afterschool STEM program. We present findings of how the youth bridged funds of knowledge with science learning about weather, climate, and climate change and how bridging practices mediated their engagement with the science topics.