Article published In:
Narrative Inquiry
Vol. 22:1 (2012) ► pp.173180
Cited by (67)

Cited by 67 other publications

Banegas, Darío Luis
2024. The spatiality of pre-service language teachers’ funds of professional identity. Innovation in Language Learning and Teaching 18:3  pp. 253 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 50:3  pp. 1556 ff. DOI logo
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  pp. 527 ff. DOI logo
Iriarte, Marilyn P
2024. Proceedings of the 23rd Annual ACM Interaction Design and Children Conference,  pp. 990 ff. DOI logo
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  pp. 208 ff. DOI logo
Murillo, Marco A.
2024. Latinx Immigrant-Origin Community College Students: Examining Persistence and Transfer Through a Funds of Identity Framework. Community College Review DOI logo
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. DOI logo
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  pp. 360 ff. DOI logo
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. DOI logo
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  pp. 176 ff. DOI logo
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. DOI logo
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. DOI logo
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. 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
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
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
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. DOI logo
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 DOI logo
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. DOI logo
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  pp. 1 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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  pp. 223 ff. DOI logo
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. DOI logo
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
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. 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
Esteban-Guitart, Moisès
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
Hogg, Linda & Monique Volman
2021. Funds of identity. The New Zealand Annual Review of Education 26  pp. 175 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
’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. 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
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
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. 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
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, 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
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
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
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
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
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
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
Kilger, Magnus
2017. Talent stories in youth sports. Narrative Inquiry 27:1  pp. 47 ff. DOI logo
Kilger, Magnus
2023. Psychologizing childhood in the reality show Biggest Loser. Narrative Inquiry 33:1  pp. 91 ff. DOI logo
Korpi, Hilkka, Arja Piirainen & Liisa Peltokallio
2017. Practical work in physiotherapy students’ professional development. Reflective Practice 18:6  pp. 821 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
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
Poole, Adam
2017. Funds of Knowledge 2.0: Towards digital Funds of Identity. Learning, Culture and Social Interaction 13  pp. 50 ff. DOI logo
Poole, Adam
2020. Re-theorising the funds of identity concept from the perspective of subjectivity. Culture & Psychology 26:3  pp. 401 ff. DOI logo
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
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
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
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
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 & 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
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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