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.
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.
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.
Gutzwa, Justin A., Ramón S. Barthelemy, Camila Amaral, Madison Swirtz, Adrienne Traxler & Charles Henderson
2024.
How women and lesbian, gay, bisexual, transgender, and queer physics doctoral students navigate graduate education: The roles of professional environments and social networks.
Physical Review Physics Education Research 20:2
Iriarte, Marilyn P
2024.
Proceedings of the 23rd Annual ACM Interaction Design and Children Conference,
► pp. 990 ff.
Kim, Yeji
2024.
Transnational Funds of Identity of Korean American and Migrant Youth.
Journal of Language, Identity & Education ► pp. 1 ff.
Lazzaro-Salazar, Mariana & Sebastián Barros
2024.
Work-family interface during COVID-19: a sociolinguistic study of working mums’ identity and mental health.
BMC Psychology 12:1
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.
Murillo, Marco A.
2024.
Latinx Immigrant-Origin Community College Students: Examining Persistence and Transfer Through a Funds of Identity Framework.
Community College Review 52:4
► pp. 408 ff.
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.
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.
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.
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.
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.
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.
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.
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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► pp. 159 ff.
Holm, Daniel T. & Hope Smith Davis
2023.
Exploring Discourse Communities in a Pre-Service Teacher Preparation Course. In
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Advances in Educational Technologies and Instructional Design, ],
► pp. 41 ff.
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Hogg, Linda & Monique Volman
2020.
A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes.
Review of Educational Research 90:6
► pp. 862 ff.
Hogg, Linda & Monique Volman
2021.
Funds of identity.
The New Zealand Annual Review of Education 26
► pp. 175 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.
Branco, Angela Uchoa
2019.
Commentary to Part III: Cultural Perspectives on Self/Identity Issues, Prejudice, and Symbolic Resources. In
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Cultural Psychology of Education, 10],
► pp. 239 ff.
Dion, Sheri K.
2019.
Considering Diversity in L2 Teacher Education. In
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► pp. 118 ff.
Dion, Sheri K.
2021.
Considering Diversity in L2 Teacher Education. In
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► pp. 1041 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.
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.
Morita-Mullaney, Trish, Haiyan Li & Jennifer Renn
2019.
Multiliteracies in Rural Schools:.
The Rural Educator 40:3
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.
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.
Poole, Adam & Jingyi Huang
2018.
Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.
Mind, Culture, and Activity 25:2
► pp. 125 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.
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
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.
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.
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.
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.
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.
Esteban-Guitart, Moises
2014.
Funds of Identity. In
Encyclopedia of Critical Psychology,
► pp. 752 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
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Cultural Psychology of Education, 10],
► pp. 159 ff.
Esteban-Guitart, Moisès
2023.
Invisible Funds of Identity in Urban Contexts.
Urban Education 58:7
► pp. 1449 ff.
Esteban-Guitart, Moisés
2015.
The medium is the message: Online learning, communities, and identities.
Theory & Psychology 25:4
► pp. 546 ff.
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 & 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.
This list is based on CrossRef data as of 25 october 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.