Voice from the inside: Understanding funds of knowledge and literacy practices in a Roma community

In general, Romani people are portrayed in negative images and thus are pushed to the margin of society throughout history. Using the framework of funds of knowledge and literacy as a social practice, this qualitative study seeks contextual understanding of household funds of knowledge and literacy practices of the households in a Romani neighborhood.;A part of the household funds of knowledge was found in their work and labor history, in reciprocity through an extended family network, in community literacies, and in resilience and solidarity. The household funds of knowledge demonstrate a complexity in a transformational and dynamic nature, and a laminated, layered, multi-dimensional characteristic. Additionally, parents had different views toward schooling and education and the ability to read and write. Another finding discusses the musicianship, exhibited in playing by ear in the form of attentive listening and improvisation. Traditionally, this musicianship was passed down in a form of apprenticeship to only male descendants. However, some of the musicians were faced with challenges, which involved different interests of a younger generation, such as playing soccer than learning to play an instrument. Additionally, my analysis of children's drawings and sketches reveals features of their multimodal meaning-making in four categories: intratextuality, intertextuality, design, and contextuality.;Implications are drawn regarding the notion of funds of knowledge, literacy practice, use of community inquiry, and directions for future research.