Article published In:
Narrative Inquiry
Vol. 22:1 (2012) ► pp.173180
Cited by

Cited by 62 other publications

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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. DOI logo
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2022. Informational Grounds as the Locus of Dignity for Immigrant Students. In The Palgrave Handbook of Educational Leadership and Management Discourse,  pp. 1527 ff. DOI logo
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2023. The spatiality of pre-service language teachers’ funds of professional identity. Innovation in Language Learning and Teaching  pp. 1 ff. DOI logo
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2022. Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers. TESOL Quarterly 56:2  pp. 445 ff. DOI logo
Barnes, L. Gorell, T. Podpadec, Verity Jones, J. Vafadari, C. Pawson, S. Whitehouse & M. Richards
2024. ‘Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10‐ and 11‐year‐olds. British Educational Research Journal DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Dion, Sheri K.
2021. Considering Diversity in L2 Teacher Education. In Research Anthology on Culturally Responsive Teaching and Learning,  pp. 1041 ff. DOI logo
Esteban-Guitart, Moises
2021. Advancing the funds of identity theory: a critical and unfinished dialogue. Mind, Culture, and Activity 28:2  pp. 169 ff. DOI logo
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. DOI logo
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2023. Invisible Funds of Identity in Urban Contexts. Urban Education 58:7  pp. 1449 ff. DOI logo
Esteban-Guitart, Moisés
2015. The medium is the message: Online learning, communities, and identities. Theory & Psychology 25:4  pp. 546 ff. DOI logo
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. DOI logo
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 DOI logo
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. DOI logo
Esteban-Guitart, Moisès & Luis C Moll
2014. Lived experience, funds of identity and education. Culture & Psychology 20:1  pp. 70 ff. DOI logo
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. DOI logo
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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. DOI logo
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. DOI logo
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2023. Community Funds of Knowledge and Identity: A Mesogenetic Approach to Education. Anthropology & Education Quarterly 54:3  pp. 307 ff. DOI logo
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. DOI logo
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2021. Funds of identity. The New Zealand Annual Review of Education 26  pp. 175 ff. DOI logo
Holm, Daniel T. & Hope Smith Davis
2023. Exploring Discourse Communities in a Pre-Service Teacher Preparation Course. In Cultivating Critical Discourse in the Classroom [Advances in Educational Technologies and Instructional Design, ],  pp. 41 ff. DOI logo
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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. DOI logo
Iriarte, Marilyn P, Nitzan Koren, Elana B Blinder & Elizabeth Bonsignore
2023. Proceedings of the 22nd Annual ACM Interaction Design and Children Conference,  pp. 568 ff. DOI logo
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. DOI logo
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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. DOI logo
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2023. “To Be the Best Teacher Possible”: Stories of Teachers of Color with Disabilities. The New Educator 19:4  pp. 289 ff. DOI logo
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2023. Digital funds of identity: understanding a young child’s plurilingual development through mediagrams. Innovation in Language Learning and Teaching  pp. 1 ff. DOI logo
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. DOI logo
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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. DOI logo
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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. DOI logo
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2020. Difficult funds of knowledge as pedagogical resources for critical consciousness development. Information and Learning Sciences 121:9/10  pp. 749 ff. DOI logo
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2022. Structural barriers and processes of defunding of funds of identity of refugee-background children. Cambridge Journal of Education 52:5  pp. 633 ff. DOI logo
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2017. Funds of Knowledge 2.0: Towards digital Funds of Identity. Learning, Culture and Social Interaction 13  pp. 50 ff. DOI logo
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2020. Re-theorising the funds of identity concept from the perspective of subjectivity. Culture & Psychology 26:3  pp. 401 ff. DOI logo
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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. DOI logo
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2021. Developing the imagination within funds of identity: insights from translocal youth radio. Mind, Culture, and Activity 28:2  pp. 180 ff. DOI logo
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2023. Culturally Responsive Assessment: Provisional Principles. ETS Research Report Series 2023:1  pp. 1 ff. DOI logo
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