Alvarez, Adriana, Leah Peña Teeters, Molly Hamm-Rodríguez & Sona Dimidjian
2021.
Understanding children's funds of identity as learners through multimodal self-expressions in Mexico City.
Learning, Culture and Social Interaction 29
► pp. 100513 ff.

Alvarez, Adriana, Leah Peña Teeters, William R. Penuel & Moisès Esteban-Guitart
2023.
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings.
Learning, Culture and Social Interaction 40
► pp. 100718 ff.

Arnold, Noelle W., Azadeh F. Osanloo, Kristine Velasquez & Sarah J. Baker
2021.
Informational Grounds as the Locus of Dignity for Immigrant Students. In
The Palgrave Handbook of Educational Leadership and Management Discourse,
► pp. 1 ff.

Arnold, Noelle W., Azadeh F. Osanloo, Kristine Velasquez & Sarah J. Baker
2022.
Informational Grounds as the Locus of Dignity for Immigrant Students. In
The Palgrave Handbook of Educational Leadership and Management Discourse,
► pp. 1527 ff.

Banegas, Darío Luis
2023.
The spatiality of pre-service language teachers’ funds of professional identity.
Innovation in Language Learning and Teaching ► pp. 1 ff.

Banegas, Darío Luis, Richard S. Pinner & Ignacio Daniel Larrondo
2022.
Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers.
TESOL Quarterly 56:2
► pp. 445 ff.

Branco, Angela Uchoa
2019.
Commentary to Part III: Cultural Perspectives on Self/Identity Issues, Prejudice, and Symbolic Resources. In
Culture in Education and Education in Culture [
Cultural Psychology of Education, 10],
► pp. 239 ff.

Charteris, Jennifer, Eryn Thomas & Yvonne Masters
2018.
Funds of Identity in Education: Acknowledging the Life Experiences of First Year Tertiary Students.
The Teacher Educator 53:1
► pp. 6 ff.

Cho, Hyonsuk, Tanya Christ & Yu Liu
2022.
Recognizing Emergent Bilingual Parent-Child Dyads’ Funds of Identity through Their Discussions about Culturally Relevant Text.
Journal of Language, Identity & Education ► pp. 1 ff.

De Medeiros, Kate, Etter-Lewis, Gwendolyn & Barbara J Bowers
2020.
“Place” in the Small Stories of African American Elders: A Narrative Case Study.
The Gerontologist 60:5
► pp. 821 ff.

Dion, Sheri K.
2019.
Considering Diversity in L2 Teacher Education. In
Engaging Teacher Candidates and Language Learners With Authentic Practice [
Advances in Higher Education and Professional Development, ],
► pp. 118 ff.

Dion, Sheri K.
2021.
Considering Diversity in L2 Teacher Education. In
Research Anthology on Culturally Responsive Teaching and Learning,
► pp. 1041 ff.

Esteban-Guitart, Moises
2021.
Advancing the funds of identity theory: a critical and unfinished dialogue.
Mind, Culture, and Activity 28:2
► pp. 169 ff.

Esteban-Guitart, Moisès
2019.
Identity in Education and Education in Identities: Connecting Curriculum and School Practice to Students’ Lives and Identities. In
Culture in Education and Education in Culture [
Cultural Psychology of Education, 10],
► pp. 159 ff.

Esteban-Guitart, Moisés
2015.
The medium is the message: Online learning, communities, and identities.
Theory & Psychology 25:4
► pp. 546 ff.

Esteban-Guitart, Moises, José Luis Lalueza, Cristina Zhang-Yu & Mariona Llopart
2019.
Sustaining Students’ Cultures and Identities. A Qualitative Study Based on the Funds of Knowledge and Identity Approaches.
Sustainability 11:12
► pp. 3400 ff.

Esteban-Guitart, Moises, Pilar Monreal-Bosch, Santiago Perera & José Bastiani
2017.
Schooling and Identity: A Qualitative Analysis of Self-Portrait Drawings of Young Indigenous People from Chiapas, Mexico.
Frontiers in Psychology 7

Esteban-Guitart, Moisès & Luis C Moll
2014.
Funds of Identity: A new concept based on the Funds of Knowledge approach.
Culture & Psychology 20:1
► pp. 31 ff.

Esteban-Guitart, Moisès & Luis C Moll
2014.
Lived experience, funds of identity and education.
Culture & Psychology 20:1
► pp. 70 ff.

Esteban-Guitart, Moisès, Pilar Monreal-Bosch, Montserrat Palma & Irene González-Ceballos
2020.
Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity.
Sustainability 12:12
► pp. 4870 ff.

Esteban-Guitart, Moisès & Ignasi Vila
2013.
La modificación de las creencias sobre las familias de origen inmigrante por parte de docentes después de participar en el proyecto educativo “fondos de conocimiento”.
Cultura y Educación 25:2
► pp. 241 ff.

Esteban-Guitart, Moisés, Pilar Monreal-Bosch & Ignasi Vila
2013.
A qualitative study on transnational attachment among eight families of foreign origin.
Psyecology 4:3
► pp. 245 ff.

Esteban‐Guitart, Moises, Edgar Iglesias, Josep Maria Serra & David Subero
2022.
Community Funds of Knowledge and Identity: A Mesogenetic Approach to Education.
Anthropology & Education Quarterly 
Fránquiz, María E. & María G. Leija
2023.
Funds of knowledge and funds of identity: lenses for building language and literacy. In
International Encyclopedia of Education(Fourth Edition),
► pp. 159 ff.

Hogg, Linda & Monique Volman
2021.
Funds of identity.
The New Zealand Annual Review of Education 26
► pp. 175 ff.

Hunter, Jodie
2022.
Challenging and disrupting deficit discourses in mathematics education: positioning young diverse learners to document and share their mathematical funds of knowledge.
Research in Mathematics Education 24:2
► pp. 187 ff.

Jones, Shelley & Safina Mutumba
2019.
Intersections of Mother Tongue-Based Instruction, Funds of Knowledge, Identity, and Social Capital in an Ugandan Pre-School Classroom.
Journal of Language, Identity & Education 18:4
► pp. 207 ff.

Jovés, Pol, Carina Siqués & Moisès Esteban-Guitart
2015.
The incorporation of funds of knowledge and funds of identity of students and their families into educational practice. A case study from Catalonia, Spain.
Teaching and Teacher Education 49
► pp. 68 ff.

Korpi, Hilkka, Arja Piirainen & Liisa Peltokallio
2017.
Practical work in physiotherapy students’ professional development.
Reflective Practice 18:6
► pp. 821 ff.

Llopart, Mariona & Moisès Esteban-Guitart
2017.
Strategies and resources for contextualising the curriculum based on the funds of knowledge approach: a literature review.
The Australian Educational Researcher 44:3
► pp. 255 ff.

Llopart, Mariona & Moisès Esteban-Guitart
2018.
Funds of knowledge in 21st century societies: inclusive educational practices for under-represented students. A literature review.
Journal of Curriculum Studies 50:2
► pp. 145 ff.

Morita-Mullaney, Trish
2021.
Multilingual multiliteracies of Emergent Bilingual families: Transforming teacher’s perspectives on the “literacies” of family engagement.
Theory Into Practice 60:1
► pp. 83 ff.

Moulton, Matthew
2018.
Funds of Identity and Humanizing Research as a Means of Combating Deficit Perspectives of Homelessness in the Middle Grades.
Education Sciences 8:4
► pp. 172 ff.

Neri, Rebecca Colina
2020.
Difficult funds of knowledge as pedagogical resources for critical consciousness development.
Information and Learning Sciences 121:9/10
► pp. 749 ff.

Oikonomidoy, Eleni & Fares Karam
2022.
Structural barriers and processes of defunding of funds of identity of refugee-background children.
Cambridge Journal of Education 52:5
► pp. 633 ff.

Ordoñez, Daniela, Carina Siqués & Moisés Esteban-Guitart
2021.
‘The best way to learn language is by not doing language’. Incorporating funds of identity for learning Spanish in a Shared Education Unit.
International Journal of Bilingual Education and Bilingualism 24:9
► pp. 1259 ff.

Poole, Adam
2017.
Funds of Knowledge 2.0: Towards digital Funds of Identity.
Learning, Culture and Social Interaction 13
► pp. 50 ff.

Poole, Adam
2020.
Re-theorising the funds of identity concept from the perspective of subjectivity.
Culture & Psychology 26:3
► pp. 401 ff.

Poole, Adam
2022.
Towards a multimodal method for identifying and interpreting funds of identity derived from avatars.
International Journal of Research & Method in Education 45:5
► pp. 505 ff.

Poole, Adam & Jingyi Huang
2018.
Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.
Mind, Culture, and Activity 25:2
► pp. 125 ff.

Sant, Edda, Neus González-Monfort, Antoni Santisteban Fernández, Joan Pagès Blanch & Montserrat Oller Freixa
2016.
How do Catalan Students Narrate the History of Catalonia When They Finish Primary Education?.
McGill Journal of Education 50:2-3
► pp. 341 ff.

Subero, David, Mariona Llopart, Carina Siqués & Moises Esteban-Guitart
2018.
The mediation of teaching and learning processes throughidentity artefacts. A Vygotskian perspective.
Oxford Review of Education 44:2
► pp. 156 ff.

Subero, David, Ellen Vujasinović & Moises Esteban-Guitart
2017.
Mobilising funds of identity in and out of school.
Cambridge Journal of Education 47:2
► pp. 247 ff.

Veerman, Edda, Merlijn Karssen, Monique Volman & Lisa Gaikhorst
2023.
The contribution of two funds of identity interventions to well-being related student outcomes in primary education.
Learning, Culture and Social Interaction 38
► pp. 100680 ff.

Verhoeven, Monique, Joseph L. Polman, Bonne J. H. Zijlstra & Monique Volman
2021.
Creating space for agency: a conceptual framework to understand and study adolescents’ school engagement from a Funds of Identity perspective.
Mind, Culture, and Activity 28:2
► pp. 125 ff.

Walker, Dana, José Luis LaLueza, Carolayn Marín & Elisabeth VanBeek
2021.
Developing the imagination within funds of identity: insights from translocal youth radio.
Mind, Culture, and Activity 28:2
► pp. 180 ff.

Álvarez, Adriana
2021.
Connecting Funds of Knowledge to Funds of Identity through a Bilingual Multimodal Project-Based Approach.
Revista Internacional de Educación para la Justicia Social 10:1
► pp. 105 ff.

’t Gilde, Judith & Monique Volman
2021.
Finding and using students’ funds of knowledge and identity in superdiverse primary schools: a collaborative action research project.
Cambridge Journal of Education 51:6
► pp. 673 ff.

This list is based on CrossRef data as of 27 may 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.