Citations (78)
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Julie Waddington & Moisès Esteban-Guitart. (2024) Funds of knowledge and identity in language learning and teaching. Innovation in Language Learning and Teaching 0:0, pages 1-7.
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Tatiana Harrison, Karla Ledezma, Malachi Morgan & JonAvionn Morgan. (2024) The language of submission: a four-way duoethnography exploring translanguaging pedagogy with carceral students’ funds of knowledge and funds of identity. Innovation in Language Learning and Teaching 0:0, pages 1-16.
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Hannah L. Reyes & Antonio Duran. (2024) A Narrative Study Examining Latina Collegians’ Maternal Relationships and Their Influence on Educational Trajectories. Journal of Latinos and Education 23:1, pages 149-162.
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Henry Gonzalez. (2023) Neighborhood Condition Effects on Latina/O Student Attendance and Participation in Afterschool Activities. Journal of Latinos and Education 0:0, pages 1-15.
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Craig A. Hughes. (2023) The Power of Relationships in the Academic Success of Mexican Descent Students: A Metasynthesis of Qualitative Research. Journal of Latinos and Education 22:4, pages 1372-1388.
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Darío Luis Banegas. (2023) The spatiality of pre-service language teachers’ funds of professional identity. Innovation in Language Learning and Teaching 0:0, pages 1-16.
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Adam Poole. (2022) Towards a multimodal method for identifying and interpreting funds of identity derived from avatars. International Journal of Research & Method in Education 45:5, pages 505-517.
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Myunghwan Shin, Jane Jiyoung Lee & Frederick Peinado Nelson. (2022) Funds of knowledge in making: reenvisioning maker education in teacher preparation. Journal of Research on Technology in Education 54:4, pages 635-653.
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Hunter C. King, Bradley S. Bloomfield, Shengtian Wu & Aaron J. Fischer. (2022) A Systematic Review of School Teleconsultation: Implications for Research and Practice. School Psychology Review 51:2, pages 237-256.
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Judith Oller, Anna Engel & Maria José Rochera. (2021) Personalizing learning through connecting students’ learning experiences: an exploratory study. The Journal of Educational Research 114:4, pages 404-417.
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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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Kathleen Schenkel, Angela Calabrese Barton, Chelsey Wiersma, Olivia Eiden, Edna Tan & Scott Calabrese Barton. (2021) An Engineering Funds of Knowledge Framework. Science and Children 58:6, pages 46-53.
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Xueyan Hu, Zhihong Xu, Monica Neshyba, Zihan Geng & Rachel Turner. (2021) A multi-dimensional model: implications for preparing pre-service teachers for culturally responsive teaching. Asia-Pacific Journal of Teacher Education 49:3, pages 282-299.
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Moises Esteban-Guitart. (2021) Advancing the funds of identity theory: a critical and unfinished dialogue. Mind, Culture, and Activity 28:2, pages 169-179.
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Cristina Zhang-Yu, Sarai García-Díaz, David García-Romero & José Luis Lalueza. (2021) Funds of identity and self-exploration through artistic creation: addressing the voices of youth. Mind, Culture, and Activity 28:2, pages 138-151.
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Maria Selena Protacio, Susan V. Piazza & Virginia David. (2021) Family engagement in the middle: Reaching out to families of English learners. Middle School Journal 52:1, pages 30-39.
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Wolff-Michael Roth & Margaret Walshaw. (2020) Re/thinking mathematics for social justice: a transactional approach. Pedagogies: An International Journal 15:4, pages 279-295.
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David Subero. (2020) Funds of identity and subjectivity: finding new paths and alternatives for a productive dialogue (Fondos de identidad y subjetividad: búsqueda de nuevas vías y alternativas para un diálogo productivo). Studies in Psychology 41:1, pages 74-94.
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Dianne G. Delima. (2019) Making a Case for a Funds of Knowledge Approach to Teaching and Learning for First-Generation College Students. College Teaching 67:4, pages 205-209.
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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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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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Moises Esteban-Guitart, Josep Maria Serra & Mariona Llopart. (2018) The Role of the Study Group in the Funds of Knowledge Approach. Mind, Culture, and Activity 25:3, pages 216-228.
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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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Julia Steenwegen & Noel Clycq. Supplementary schools as sites of access to community cultural wealth and funds of knowledge in Flanders, Belgium. Critical Studies in Education 0:0, pages 1-20.
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Mila Schwartz & Orit Dror. ‘When I see them - I think it’s me:’ multilingual teaching staff’s agency enactment in a linguistically and culturally diverse classroom. Innovation in Language Learning and Teaching 0:0, pages 1-17.
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Audrey Lucero, Maggie R. Mitteis & Bobbie Bermúdez. Spotlights and shadows: linguistic and cultural (in)visibility among transnational students in an international baccalaureate school. Diaspora, Indigenous, and Minority Education 0:0, pages 1-14.
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Articles from other publishers (52)
Anna Y. Bonfiglio, Anke Munniksma, Monique Volman, Floor van Rooij & Lisa Gaikhorst. (2024) Teachers' attention to students' funds of identity in Dutch primary school classrooms. Teaching and Teacher Education 144, pages 104584.
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Jaclyn Ocumpaugh, Rod D. Roscoe, Ryan S. Baker, Stephen Hutt & Stephen J. Aguilar. (2024) Toward Asset-based Instruction and Assessment in Artificial Intelligence in Education. International Journal of Artificial Intelligence in Education.
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Sarah Fine. (2023) Struggling toward symmetry: leadership for restorative justice and deeper learning at an urban charter school. Journal of Educational Administration 62:1, pages 9-22.
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Samia Khan & Robert VanWynsberghe. 2024. Handbook of Curriculum Theory, Research, and Practice. Handbook of Curriculum Theory, Research, and Practice
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Le M. Tran & Ofelia Castro Schepers. (2023) Making mathematics meaningful for culturally and linguistically diverse students with a mathematics learning disability: a focus on culturally responsive practices. Frontiers in Education 8.
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Serah Shani. (2023) Accumulated funds of knowledge among privileged Maasai: An emphasis on virtues and morals in parenting practices. Anthropology & Education Quarterly.
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Suneal Kolluri & Antar A. Tichavakunda. (2022) The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression. Review of Educational Research 93:5, pages 641-678.
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Moisès Esteban-Guitart. (2021) Invisible Funds of Identity in Urban Contexts. Urban Education 58:7, pages 1449-1469.
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Moises Esteban‐Guitart, Edgar Iglesias, Josep Maria Serra & David Subero. (2022) Community Funds of Knowledge and Identity: A Mesogenetic Approach to Education. Anthropology & Education Quarterly 54:3, pages 307-317.
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Leonard Nigrini & Moisés Esteban-Guitart. (2023) A Conceptual Analysis of the Funds of Knowledge and Identity Approach from an Eco-functional Perspective. Human Arenas.
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Virginia Martínez-Lozano, Beatriz Macías-Gómez-Estern & José L. Lalueza. (2023) Community Resilience Processes in Schools with Roma Students during COVID-19: Two Case Studies in Spain. Sustainability 15:13, pages 10502.
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Matthew A. Witenstein, Natalia Davila, LaDreka Karikari & Chantelle Wright. (2022) Conceptualizing a Proposed Model for Re-Orienting Career Centers for Immigrant College Students. Journal of Career Development 50:3, pages 519-533.
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Wanda Rodríguez-Arocho. (2023) Desarrollos teóricos en la psicología educativa con enfoque histórico-cultural: La contribución del puertorriqueño Luis C. Moll. Revista Puertorriqueña de Psicologia 34:1, pages 92-106.
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Radhika Iyengar. (2023)
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Humanizing Education for Immigrant and Refugee Youth: 20 Strategies for the Classroom and Beyond
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Selcuk R. Sirin & Esther J. Sin. (2023) Meta-analysis on the relation between acculturation and academic performance: Testing the immigrant paradox. Educational Research Review 39, pages 100526.
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Laura B. Perry, Michael Thier, Paul Beach, Ross C. Anderson, Niklas-Max Thoennessen & Philip Roberts. (2023) Opportunities and conditions to learn (OCL): A conceptual framework. PROSPECTS.
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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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Luciana C. de Oliveira & Loren Jones. 2023. Teaching Young Multilingual Learners. Teaching Young Multilingual Learners.
Terri Hlava. (2023) Cultivating cultural capital with a therapy dog in a third-grade classroom. International Journal of Social Pedagogy 12:1.
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Vanessa N. Bermudez, Julie Salazar, Leiny Garcia, Karlena D. Ochoa, Annelise Pesch, Wendy Roldan, Stephanie Soto-Lara, Wendy Gomez, Rigoberto Rodriguez, Kathy Hirsh-Pasek, June Ahn & Andres S. Bustamante. (2023) Designing culturally situated playful environments for early STEM learning with a Latine community. Early Childhood Research Quarterly 65, pages 205-216.
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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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Darío Luis Banegas. (2022) Ethnic equity, Mapudungun, and CLIL. AILA Review 35:2, pages 275-296.
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Judy Paulick, Soyoung Park & Ariel Cornett. (2022) Power Dynamics and Positioning in Teacher Home Visits with Marginalized Families. American Journal of Education 129:1, pages 53-78.
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Jose Manuel Olais-Govea, Dayannis Tamayo Preval, Jose Rafael Aguilar-Mejia & Cristina G. Reynaga-Pena. (2022) Developing soft skills in engineering students through the design and production of educational materials for inclusion. Developing soft skills in engineering students through the design and production of educational materials for inclusion.
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Hillary A. Barron, Julie C. Brown & Sehoya Cotner. (2021) The culturally responsive science teaching practices of undergraduate biology teaching assistants. Journal of Research in Science Teaching 58:9, pages 1320-1358.
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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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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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Mireia Machancoses. (2021) Impacto de la Aproximación Fondos de Conocimiento desde la Visión de las Docentes y las Familias. Un Estudio Cualitativo. Revista Internacional de Educación para la Justicia Social 10:1, pages 55-68.
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Macarena Lamas Aicón & Patricia Thibaut. (2021) Continuidad Educativa y Fondos de Conocimiento de Familias Venezolanas en Chile. Revista Internacional de Educación para la Justicia Social 10:1, pages 41-54.
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David Subero. (2021) Desarrollando Fondos de Conocimiento: Prácticas Educativas Socialmente Justas en el Contexto Español. Revista Internacional de Educación para la Justicia Social 10:1, pages 13-25.
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Debra Bukko & Kimy Liu. (2021) Developing Preservice Teachers’ Equity Consciousness and Equity Literacy. Frontiers in Education 6.
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Monique Volman & Judith 't Gilde. (2021) The effects of using students' funds of knowledge on educational outcomes in the social and personal domain. Learning, Culture and Social Interaction 28, pages 100472.
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Erica R. Winterer, Jeffrey E. Froyd, Maura Borrego, Julie P. Martin & Margaret Foster. (2020) Factors influencing the academic success of Latinx students matriculating at 2-year and transferring to 4-year US institutions—implications for STEM majors: a systematic review of the literature. International Journal of STEM Education 7:1.
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Edgar Iglesias Vidal, Javier González-Patiño, José Luis Lalueza & Moisés Esteban-Guitart. (2020) Manifiesto en Tiempos de Pandemia: Por una Educación Crítica, Intergeneracional, Sostenible y Comunitaria. Revista Internacional de Educación para la Justicia Social 9:3, pages 181-198.
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Moisès Esteban-Guitart, 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, pages 4870.
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Wendy Fasso & Bruce Allen Knight. (2019) Identity development in school makerspaces: intentional design. International Journal of Technology and Design Education 30:2, pages 275-294.
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Mar Lorenzo Moledo, Gabriela Míguez Salina & Francisco Cernadas Ríos. (2020) ¿Pueden contribuir los fondos de conocimiento a la participación de las familias gitanas en la escuela? Bases para un proyecto educativo. Teoría de la Educación. Revista Interuniversitaria 32:1, pages 191-211.
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Moises Esteban-Guitart, 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, pages 3400.
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Dorys Sabando, Ignasi Puigdellívol & Mercedes Torrado. (2019) Measuring the Inclusive profile of public elementary schools in Catalonia. International Journal of Educational Research 96, pages 1-20.
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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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