Banegas, Darío Luis
2024.
The spatiality of pre-service language teachers’ funds of professional identity.
Innovation in Language Learning and Teaching 18:3
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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 50:3
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Cho, Hyonsuk, Tanya Christ & Yu Liu
2024.
Recognizing Emergent Bilingual Parent-Child Dyads’ Funds of Identity through Their Discussions about Culturally Relevant Text.
Journal of Language, Identity & Education 23:4
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Iriarte, Marilyn P
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Little, Sabine & Kexin Cheng
2024.
Digital funds of identity: understanding a young child’s plurilingual development through mediagrams.
Innovation in Language Learning and Teaching 18:3
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Murillo, Marco A.
2024.
Latinx Immigrant-Origin Community College Students: Examining Persistence and Transfer Through a Funds of Identity Framework.
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Murillo, Marco A. & Alexis R. Takagi
2024.
“Why Are You Going to Community College?” College-Conocimiento and Latinx Transfer Students’ Two-Year College Decisions.
Community College Journal of Research and Practice ► pp. 1 ff.
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Poppi, Fabio Indìo Massimo
Rojas, Jorge Chávez & Jaime Fauré Niñoles
2024.
The role of experiences in the origin and development of theoretical and practical knowledge during teacher training.
Professional Development in Education 50:2
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Schwartz, Mila & Avital Konchiki
2024.
The role of teachers’ funds of knowledge and identity in the linguistically and culturally diverse classroom.
Diaspora, Indigenous, and Minority Education ► pp. 1 ff.
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Sæther, Elin, Ole Kolbjørn Kjørven, Joke Dewilde & Thor-André Skrefsrud
2024.
Listening to young people’s voices: Attempts at developing context- and participant-sensitive approaches.
Childhood 31:2
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Waddington, Julie & Moisès Esteban-Guitart
2024.
Funds of knowledge and identity in language learning and teaching.
Innovation in Language Learning and Teaching 18:3
► pp. 201 ff.
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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.
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Esteban‐Guitart, Moises, Edgar Iglesias, Josep Maria Serra & David Subero
2023.
Community Funds of Knowledge and Identity: A Mesogenetic Approach to Education.
Anthropology & Education Quarterly 54:3
► pp. 307 ff.
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Fránquiz, María E. & María G. Leija
2023.
Funds of knowledge and funds of identity: lenses for building language and literacy. In
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Holm, Daniel T. & Hope Smith Davis
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Exploring Discourse Communities in a Pre-Service Teacher Preparation Course. In
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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.
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Lee, Yoon Joo & Seung Eun McDevitt
2023.
“To Be the Best Teacher Possible”: Stories of Teachers of Color with Disabilities.
The New Educator 19:4
► pp. 289 ff.
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Seaman, Jayson, Andrew D. Coppens, Cindy L. Hartman, Erin Hiley Sharp, Sarah Jusseaume & Molly Donovan
2023.
Youth identity and postsecondary decision making in a rural state: evidence of a College for All master narrative.
Frontiers in Education 8
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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
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Walker, Michael E., Margarita Olivera‐Aguilar, Blair Lehman, Cara Laitusis, Danielle Guzman‐Orth & Melissa Gholson
2023.
Culturally Responsive Assessment: Provisional Principles.
ETS Research Report Series 2023:1
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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
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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
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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
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Oikonomidoy, Eleni & Fares Karam
2024.
‘Flatbread and lollipops:’ social funds of identity in the trilingual journey of a refugee-background student.
Innovation in Language Learning and Teaching 18:3
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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
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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
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Arnold, Noelle W., Azadeh F. Osanloo, Kristine Velasquez & Sarah J. Baker
2022.
Informational Grounds as the Locus of Dignity for Immigrant Students. In
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Esteban-Guitart, Moises
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Advancing the funds of identity theory: a critical and unfinished dialogue.
Mind, Culture, and Activity 28:2
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Esteban-Guitart, Moisès
2019.
Identity in Education and Education in Identities: Connecting Curriculum and School Practice to Students’ Lives and Identities. In
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Esteban-Guitart, Moisès
2023.
Invisible Funds of Identity in Urban Contexts.
Urban Education 58:7
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Esteban-Guitart, Moisés
2015.
The medium is the message: Online learning, communities, and identities.
Theory & Psychology 25:4
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Hogg, Linda & Monique Volman
2021.
Funds of identity.
The New Zealand Annual Review of Education 26
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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
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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.
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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.
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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
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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
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’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
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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
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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.
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Neri, Rebecca Colina
2020.
Difficult funds of knowledge as pedagogical resources for critical consciousness development.
Information and Learning Sciences 121:9/10
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Branco, Angela Uchoa
2019.
Commentary to Part III: Cultural Perspectives on Self/Identity Issues, Prejudice, and Symbolic Resources. In
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Dion, Sheri K.
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Considering Diversity in L2 Teacher Education. In
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Dion, Sheri K.
2021.
Considering Diversity in L2 Teacher Education. In
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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
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![DOI logo](//benjamins.com/logos/doi-logo.svg)
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
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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](//benjamins.com/logos/doi-logo.svg)
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.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Poole, Adam & Jingyi Huang
2018.
Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.
Mind, Culture, and Activity 25:2
► pp. 125 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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](//benjamins.com/logos/doi-logo.svg)
Korpi, Hilkka, Arja Piirainen & Liisa Peltokallio
2017.
Practical work in physiotherapy students’ professional development.
Reflective Practice 18:6
► pp. 821 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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](//benjamins.com/logos/doi-logo.svg)
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.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Poole, Adam
2017.
Funds of Knowledge 2.0: Towards digital Funds of Identity.
Learning, Culture and Social Interaction 13
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Poole, Adam
2020.
Re-theorising the funds of identity concept from the perspective of subjectivity.
Culture & Psychology 26:3
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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.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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](//benjamins.com/logos/doi-logo.svg)
Esteban-Guitart, Moisès & Luis C Moll
2014.
Lived experience, funds of identity and education.
Culture & Psychology 20:1
► pp. 70 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
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](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 8 july 2024. 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.