The place of interests, agency and imagination in funds of identity theory

References

• Andrews, J., & Yee, W. C. (2006). Children’s ‘funds of knowledge’ and their real life activities: Two minority ethnic children learning in out-of-school contexts in the UK. Educational Review, 58(4), 435–449. https://doi.org/10.1080/00131910600971909
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
   Google Scholar
• Bruner, J. (1996). The culture of education. Harvard University Press.
   Google Scholar
• Charteris, J., Thomas, E., & Masters, Y. (2018). Funds of identity in education: Acknowledging the life experiences of first year tertiary students. The Teacher Educator, 53(1), 6–20. https://doi.org/10.1080/08878730.2017.1367057
   Google Scholar
• Chase, S. (2018). Narrative inquiry: Toward theoretical and methodological maturity. In N. Denzin & Y. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 546–560). Sage.
   Google Scholar
• Chesworth, L. (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), 294–308. https://doi.org/10.1080/09669760.2016.1188370
   Web of Science ®Google Scholar
• Corsaro, W. (2018). The sociology of childhood (5th ed.). Sage.
   Google Scholar
• Cullen, J., Hedges, H., & Bone, J. (2011). Planning, undertaking and disseminating research in early childhood settings: An ethical framework. In S. Callan & M. Reed (Eds.), Work-based research in the early years (pp. 121–134). Sage.
   Google Scholar
• Dewey, J. (1913). Interest and effort in education. Houghton Mifflin.
   Google Scholar
• Esser, F. (2016). Neither “thick” nor “thin”: Reconceptualising agency and childhood. In F. Esser, M. Baader, T. Betz, & B. Hungerland (Eds.), Reconceptualising agency and childhood: New perspectives in childhood studies (pp. 48–60). Routledge.
   Google Scholar
• Esteban-Guitart, M. (2016). Funds of identity: Connecting meaningful learning experiences in and out of school. Cambridge University Press.
   Google Scholar
• Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48. https://doi.org/10.1177/1354067X13515934
   Web of Science ®Google Scholar
• Gajdamaschko, N. (2005). Vygotsky on imagination: Why an understanding of the imagination is an important issue for schoolteachers. Teaching Education, 16(1), 13–22. https://doi.org/10.1080/1047621052000341581
   Google Scholar
• González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities and classrooms. Lawrence Erlbaum.
   Google Scholar
• Hammersley, M. (2010). Can we re-use qualitative data via secondary analysis? Notes on some terminological and substantive issues. Sociological Research Online, 15(1), 1–7. https://doi.org/10.5153/sro.2076
   Web of Science ®Google Scholar
• Heaton, J. (2010). Secondary analysis of qualitative data: An overview. 33–45. Leibniz Institute for the Social Sciences. http://www.ssoar.info/ssoar/handle/document/19143
   Google Scholar
• Hedges, H. (2011). Rethinking SpongeBob and Ninja Turtles: Popular culture as funds of knowledge for curriculum co-construction. Australasian Journal of Early Childhood, 36(1), 25–29. https://doi.org/10.1177/183693911103600105
   Web of Science ®Google Scholar
• Hedges, H., & Cooper, M. (2016). Inquiring minds: Theorizing children’s interests. Journal of Curriculum Studies, 48(3), 303–322. https://doi.org/10.1080/00220272.2015.1109711
   Web of Science ®Google Scholar
• Hedges, H., Cullen, J., & Jordan, B. (2011). Early years curriculum: Funds of knowledge as a conceptual framework for children’s interests. Journal of Curriculum Studies, 43(2), 185–205. https://doi.org/10.1080/00220272.2010.511275
   Web of Science ®Google Scholar
• Holland, D., & Lachicotte, W. (2007). Vygotsky, mead, and the new sociocultural studies of identity. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The cambridge companion to Vygotsky (pp. 101–135). Cambridge University Press.
   Google Scholar
• James, A. (2009). Agency. In J. Qvortup, W. Corsaro, & M. Honig (Eds.), The Palgrave handbook of childhood studies (pp. 34–45). Palgrave Macmillan.
   Google Scholar
• Jovés, P., Siqués, C., & Esteban-Guitart, M. (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, 68–77. https://doi.org/10.1016/j.tate.2015.03.001
   Web of Science ®Google Scholar
• Kozulin, A. (1990). Vygotsky’s psychology: A biography of ideas. Harvard University Press.
   Google Scholar
• Kozulin, A. (2003). Psychological tools and mediated learning. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 15–38). Cambridge University Press.
   Google Scholar
• Ligorio, M. (2010). Dialogical relationship between identity and learning. Culture & Psychology, 16(1), 93–107. https://doi.org/10.1177/1354067X09353206
   Web of Science ®Google Scholar
• Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
   Google Scholar
• Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa. Author.
   Google Scholar
• Moje, E., Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working towards third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38–70. https://doi.org/10.1598/RRQ.39.1.4
   Web of Science ®Google Scholar
• Penuel, W. R., & Wertsch, J. V. (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30(2), 83–92. https://doi.org/10.1207/s15326985ep3002_5
   Web of Science ®Google Scholar
• Pink, S. (2013). Visual ethnography (3rd ed.). Sage.
   Google Scholar
• Poole, A. (2017). Funds of knowledge 2.0: Towards digital funds of identity. Learning, Culture and Social Interaction, 13, 50–59. https://doi.org/10.1016/j.lcsi.2017.02.002
   Web of Science ®Google Scholar
• Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn & R. Siegler (Eds.), Handbook of child psychology (5th ed., pp. 679–744). John Wiley.
   Google Scholar
• Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
   Google Scholar
• Rogoff, B., Callanan, M., Gutierrez, K. D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40(1), 356–401. https://doi.org/10.3102/0091732X16680994
   Web of Science ®Google Scholar
• Roth, W.-M. (2006). Identity as dialectic: Making and re/making self in urban schooling. In J. L. Kincheloe, K. Hayes, K. Rose, & P. M. Anderson (Eds.), The Praeger handbook of urban education (pp. 143–153). Greenwood.
   Google Scholar
• Stake, R. (1994). Case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 236–247). Sage.
   Google Scholar
• Subero, D., Llopart, M., Siqués, C., & Esteban-Guitart, M. (2018). The mediation of teaching and learning processes through identity artefacts. A Vygotskian perspective. Oxford Review of Education, 44(2), 156–170. https://doi.org/10.1080/03054985.2017.1352501
   Web of Science ®Google Scholar
• Subero, D., Vujasinovic, E., & Esteban-Guitart, M. (2016). Mobilising funds of identity in and out of school. Cambridge Journal of Education, 47(2), 247–263. https://doi.org/10.1080/0305764X.2016.1148116
   Web of Science ®Google Scholar
• Vågan, A. (2011). Towards a sociocultural perspective on identity formation in education. Mind, Culture, and Activity, 18(1), 43–57. https://doi.org/10.1080/10749031003605839
   Web of Science ®Google Scholar
• van Lier, L. (2008). Agency in the classroom. In J. P. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163–186). Equinox Publishers.
   Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
   Google Scholar
• Vygotsky, L. S. (1986). Thought and language. MIT Press.
   Google Scholar
• Vygotsky, L. S. (1987). The development of imagination in childhood. In R. Rieber & A. Carton (Eds.), The collected works of Vygotsky vol. 5, 339-349. Cognition and language. Springer.
   Google Scholar
• Vygotsky, L. S. (2003). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7–97. https://doi.org/10.1080/10610405.2004.11059210
   Google Scholar
• Wertsch, J. (2007). Mediation. In H. Daniels, M. Cole, & J. Wertsch (Eds.), The cambridge companion to Vygotsky (pp. 178–192). Cambridge University Press.
   Google Scholar