Sustaining Students’ Cultures and Identities. A Qualitative Study Based on the Funds of Knowledge and Identity Approaches

Guitart, Moisés Esteban; Lalueza, José Luis; Zhang-Yu, Cristina; Llopart, Mariona

doi:10.3390/su11123400

Cited by 32 publications

(34 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The FoI concept and approach are presented as trying to overcome three limitations of the FoK concept and approach (Esteban-Guitart & Moll, 2014b; Esteban-Guitart et al, 2019). A first limitation concerns the primacy and exclusivity that are given to families as the focus of attention when documenting a student’s FoK.…”

Section: Resultsmentioning

confidence: 99%

“…Much FoK scholarship has relied on ethnographic research carried out by teachers in visits made to their students’ homes, which González (1995) called “the funds of knowledge methodology” (p. 238), but this approach may accentuate parents’ FoK and will not reveal students’ FoK developed in other contexts (Moll, 2005) 3 . Third, conducting home visits is a very time-consuming process, and some teachers are concerned that they will not be able to implement this for all their students (Esteban-Guitart, Lalueza, Zhang-Yu, & Llopart, 2019; Hogg, 2013). In contrast, in FoI literature pleas are made for a qualitative multimethodological approach to complement the use of in-depth interviews.…”

Section: Resultsmentioning

confidence: 99%

“…This interpretation draws attention to negative emotions and experiences that students may have appropriated as part of their identities, and that may be relevant to draw on in the classroom. The FoI concept and approach are presented as trying to overcome three limitations of the FoK concept and approach (Esteban-Guitart & Moll, 2014b;Esteban-Guitart et al, 2019). A first limitation concerns the primacy and exclusivity that are given to families as the focus of attention when documenting a student's FoK.…”

Section: The Foi Conceptmentioning

confidence: 99%

See 2 more Smart Citations

A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes

Hogg

Volman

2020

Review of Educational Research

View full text Add to dashboard Cite

This review illuminates the growing body of funds of identity (FoI) scholarship and explores its contribution to breaking down deficit thinking and enhancing the inclusivity and equity of education. FoI theory aims to complement the funds of knowledge conceptual framework that draws attention to knowledge and competences of minoritized students. FoI theory is distinctive because of its focus on funds that are personally meaningful for students. The concept of FoI and its relationship with funds of knowledge scholarship are described, followed by an analysis of insights from FoI empirical research: (1) methodological tools that researchers have developed to identify students’ FoI and (2) pedagogical approaches utilized to connect to students’ FoI. Finally, the review offers an examination of evidence that research has yielded for effects that result from making links to students’ FoI, and makes recommendations for future work.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: The Foi Conceptmentioning

confidence: 99%

See 1 more Smart Citation

A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes

Hogg

Volman

2020

Review of Educational Research

View full text Add to dashboard Cite

show abstract

“…Similarly, ecological perspectives maintain that the interaction between home and school is critical for supporting positive child outcomes [2]. FOK is specifically important in classrooms that aspire to create socially just platforms for a diversity of student populations [39,40].…”

Section: Cultural Context Of Temperament Researchmentioning

confidence: 99%

Temperament in the Early Elementary Classroom: Implications for Practice

Sealy¹,

Rudasill²,

Barrett³

et al. 2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

View full text Add to dashboard Cite

Temperament is a contextual and biological trait that influences how an individual interacts with the environment. Although scholars have organized and prioritized different dimensions of temperament, in this chapter we focus on temperament dimensions that are most salient to—and how they are exhibited in—early childhood classrooms. Temperament continues to be an important topic in early childhood classrooms because it is both important for children learning to manage their social emotional competence, which relates to long-term academic success and positive mental health, and for teachers to develop classroom management skills that provide a positive climate for an array of children and temperament types. After introducing the notion of temperament, we describe how teachers may create environments and react to children in ways that support child temperament. Finally, INSIGHTS into Children’s Temperament, an empirically based social–emotional intervention, will be introduced. This intervention focuses on how children’s temperament unfolds in the classroom and how the adults in children’s lives can create “goodness-of-fit” for optimal outcomes.

show abstract

“…The third and final objective was to address two further problems. Implementing the funds of knowledge approach, through participation in study groups made up of teachers and researchers , and visiting the homes of some of their learners, takes considerable time (Esteban-Guitart et al, 2019). In addition, it was not possible to identify all the funds of knowledge of the members of a typical classroom through such visits.…”

mentioning

confidence: 99%

Advancing the funds of identity theory: a critical and unfinished dialogue

Guitart

2021

Mind, Culture, and Activity

Self Cite

View full text Add to dashboard Cite

Since the notion of funds of identity was first proposed, a large number of related works have followed, most of which have been reviewed recently by Hogg and Volman (2020). This special issue is a step forward both in the conceptualization of the construct, and in its educational applications. Three developments in particular are considered. The first deals with the directive and prospective nature of funds of identity, linked to the higher psychological processes, such as imagination, agency or creativity. Second, there is the idea of establishing identity work as a curricular subject in itself, and as a vehicle for the critical understanding/transformation of oneself and of one's surrounding reality. Third, the range of methodological resources and educational practices that are used to identify, generate and exploit funds of identity is increasingly. The notion of funds of identity is furthermore reconceptualized in two ways: first as an ongoing, subjective, social and cultural, generative-directive process, grounded in our embodied experience of the world and in social interactions, and second, as symbolic resources that are used to give meaning to oneself and help to project, plan and organize life projects, and a critical understanding of reality.The funds of identity theory emerged within the framework of the funds of knowledge approach (González et al., 2005), and had a three-fold objective. The first was to complement the original unit of analysis (i.e., the learners' households' practices and resources) by taking into account the learners' own voices, as well as the contexts of their lives and activities, and their own particular skills, hobbies and knowledge -independently of whether they are derived from their families' funds of knowledge or from elsewhere.In this sense, it was recognized that funds of knowledge literature, since its beginnings in the 1980s, had perhaps placed too much emphasis on the voices, perspectives and practices of adults (Rios-Aguilar et al., 2011). That is, the funds of knowledge in question derived from the sociocultural practices of the members of a household, such as the professional, religious or community experiences of parents, guardians, grandparents, aunts or uncles, and included knowledge and skills relating to, for example, gardening, construction, domestic economy, and languages used, among other things (see the reviews by Hogg, 2011;. Therefore, it was suggested that the funds of knowledge approach -whose beneficial impacts have been documented in a number of studies Volman & Gilde, 2021;Whyte & Karabon, 2016) -tends to adopt an adult-centric perspective (for a critical analysis, see Oughton, 2010 and Zhang-Yu et al. in this special issue). This was the justification for incorporating the learners' own practices and experiences, regardless of whether or not they coincide with the funds of knowledge that their families accumulate and have at their disposal. This is an especially critical aspect given that identity appears in a child's development as an important C...

show abstract

Sustaining Students’ Cultures and Identities. A Qualitative Study Based on the Funds of Knowledge and Identity Approaches

Cited by 32 publications

References 23 publications

A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes

A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes

Temperament in the Early Elementary Classroom: Implications for Practice

Advancing the funds of identity theory: a critical and unfinished dialogue

Contact Info

Product

Resources

About