Citations (45)
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Pallavi Kanungo, Seemita Mohanty & Apparao Thamminaina. (2023) Towards an improved involvement of parents in educating girls: a study on Particularly Vulnerable Tribal Groups in India. Educational Review 0:0, pages 1-19.
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Mohammed Ali Khilji & Constantinos Xenofontos. (2023) “With maths you can have a better future”: how children of immigrant background construct their identities as mathematics learners. Scandinavian Journal of Educational Research 0:0, pages 1-16.
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Judith ’t Gilde & 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, pages 673-692.
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Delma Ramos & Judy Marquez Kiyama. (2021) Tying it All Together: Defining the Core Tenets of Funds of Knowledge. Educational Studies 57:4, pages 429-449.
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Helen Hedges. (2021) The place of interests, agency and imagination in funds of identity theory. Mind, Culture, and Activity 28:2, pages 111-124.
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Mashael Alharbi, Yuen Sze Michelle Tan & Chih-Shen Owen Lo. (2020) Foodways, community, and film-making: a case study of funds of knowledge in higher education. Higher Education Pedagogies 5:1, pages 310-323.
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Tonia J. Land, Tonya G. Bartell, Corey Drake, Mary Q. Foote, Amy Roth McDuffie, Erin E. Turner & Julia M. Aguirre. (2019) Curriculum spaces for connecting to children’s multiple mathematical knowledge bases. Journal of Curriculum Studies 51:4, pages 471-493.
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Aria Razfar & Ambareen Nasir. (2019) Repositioning English Learners’ Funds of Knowledge for Scientific Practices. Theory Into Practice 58:3, pages 226-235.
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M. Llopart, J. M. Serra & M. Esteban-Guitart. (2018) Teachers’ perceptions of the benefits, limitations, and areas for improvement of the funds of knowledge approach. A qualitative study. Teachers and Teaching 24:5, pages 571-583.
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Adam Poole & Jingyi Huang. (2018) Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie. Mind, Culture, and Activity 25:2, pages 125-137.
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David Subero, Ellen Vujasinović & Moises Esteban-Guitart. (2017) Mobilising funds of identity in and out of school. Cambridge Journal of Education 47:2, pages 247-263.
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Adam Poole. (2017) “I want to be a furious leopard with magical wings and super power”: Developing an ethico-interpretive framework for detecting Chinese students’ funds of identity. Cogent Education 4:1.
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Liz Chesworth. (2016) A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives. International Journal of Early Years Education 24:3, pages 294-308.
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Moisès Esteban-Guitart & 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”. Culture and Education 25:2, pages 241-254.
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Aurelia Di Santo. (2012) Promoting Preschool Literacy: A Family Literacy Program for Homeless Mothers and Their Children. Childhood Education 88:4, pages 232-240.
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Wasyl Cajkler & Bernadette Hall. (2009)
‘When they first come in what do you do?’ English as an additional language and newly qualified teachers. Language and Education 23:2, pages 153-170.
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Articles from other publishers (29)
Mae A. Lane, Chyllis E. Scott, Cindy Benge & Montana K. McCormick. 2024. Cultivating Literate Citizenry Through Interdisciplinary Instruction. Cultivating Literate Citizenry Through Interdisciplinary Instruction
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Jáfia Naftali Câmara. (2023) Funds of knowledge: Towards an asset‐based approach to refugee education and family engagement in England. British Educational Research Journal 50:2, pages 876-904.
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J. H. Sisson. (2023) Bringing Children’s and Teachers’ Agency Together to Create Meaningful Learning That Matters in a Diverse Preschool. International Journal of Early Childhood 55:3, pages 387-402.
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Kelly Bylica. (2022) “You Can Only Choose From the Things You Know”: Engaging With Students’ Dark and Politicized Funds of Knowledge in the Music Classroom. Education and Urban Society 55:5, pages 617-640.
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Jiwon Kim. (2023) Examining how perceptions of ready children and diversity shape a teacher’s use of the funds of knowledge approach. Asia Pacific Education Review.
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Eileen G. Merritt, Andrea E. Weinberg & Leanna Archambault. (2023) Exploring Energy Through the Lens of Equity: Funds of Knowledge Conveyed Through Video-Based Discussion. International Journal of Science and Mathematics Education.
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María E. Fránquiz & María G. Leija. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Ziva R. Hassenfeld, Geraldine Bogard, Natalie Fenwick, Hadassah Stanhill & Gavriella Troper‐Hochstein. (2022) First and Second Conversations: Remote Learning and Interpretive Boundaries. The Reading Teacher 76:3, pages 269-276.
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Anne Karabon. (2021) Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making. Teaching and Teacher Education 106, pages 103449.
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Adriana Álvarez. (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, pages 105-124.
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Miguel A. Santos Rego, Mar Lorenzo Moledo & Gabriela Míguez Salina. (2021) Repensando las Prácticas Culturales de la Infancia Gitana a través de la Exploración de sus Fondos de Conocimiento e Identidad. Revista Internacional de Educación para la Justicia Social 10:1, pages 69-82.
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Jahneille Cunningham & Kimberley Gomez. (2021) Situating race: the case for examining Black children’s informal mathematics learning outside of schools. Information and Learning Sciences 122:1/2, pages 103-118.
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Julie J. Williams, Jeanne Tunks, Ricardo Gonzalez-Carriedo, Eileen Faulkenberry & Wendy Middlemiss. (2016) Supporting Mathematics Understanding Through Funds of Knowledge. Urban Education 55:3, pages 476-502.
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Mariona Llopart & 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, pages 255-274.
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Jemina Napier. 2017. Non-professional Interpreting and Translation. Non-professional Interpreting and Translation
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Daniel Lovatt, Maria Cooper & Helen Hedges. 2017. Interactions in Early Childhood Education. Interactions in Early Childhood Education
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Larike H. Bronkhorst & Sanne F. Akkerman. (2016) At the boundary of school: Continuity and discontinuity in learning across contexts. Educational Research Review 19, pages 18-35.
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Adam Poole. (2017) Possibilities-within-Constraints: Implementing the Funds of Knowledge Concept in the People’s Republic of China. Frontiers of Education in China 11:2, pages 187-216.
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Solveig Roth. 2016. Learning across Contexts in the Knowledge Society. Learning across Contexts in the Knowledge Society
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Jennifer Tan. (2014) What do they do at home? The literacies of children living in residential care in Malaysia. Literacy 49:2, pages 91-97.
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Karl Kitching. 2013. International Handbook of Research on Children's Literacy, Learning, and Culture. International Handbook of Research on Children's Literacy, Learning, and Culture
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Gloria M. Rodriguez. (2013) Power and Agency in Education. Review of Research in Education 37:1, pages 87-120.
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Louise Milne & Richard Edwards. (2011) Young children’s views of the technology process: an exploratory study. International Journal of Technology and Design Education 23:1, pages 11-21.
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Sarah Crafter. (2011) Parental cultural models and resources for understanding mathematical achievement in culturally diverse school settings. Educational Studies in Mathematics 81:1, pages 31-46.
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Sarah Crafter. 2012. Learning, Social Interaction and Diversity – Exploring Identities in School Practices. Learning, Social Interaction and Diversity – Exploring Identities in School Practices
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Cecilia Rios-AguilarJudy Marquez KiyamaMichael GravittLuis C. Moll. (2011) Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education 9:2, pages 163-184.
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Linda Hogg. (2011) Funds of Knowledge: An investigation of coherence within the literature. Teaching and Teacher Education 27:3, pages 666-677.
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Lindsay O’Dell & Stephen LeverettSarah Crafter. 2011. Working with Children and Young People. Working with Children and Young People
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Cecilia Rios-Aguilar. (2010) Measuring Funds of Knowledge: Contributions to Latina/o Students’ Academic and Nonacademic Outcomes. Teachers College Record: The Voice of Scholarship in Education 112:8, pages 2209-2257.
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