Funds of knowledge for scholars: Reflections on the translation of theory and its implications

References

• August, D., Shanahan, T., & Escamilla, K. (2009). English Language Learners: Developing Literacy in Second-Language Learners—Report of the National Literacy Panel on Language-Minority Children and Youth. Journal of Literacy Research, 41 (4), 432–452.
   Web of Science ®Google Scholar
• Bakhurst, D. J. (1986). Thought, speech, and the genesis of meaning: On the 50th anniversary of Vygotsky's Myslenie i Rec' [Speech and Thinking]. Studies in Soviet Thought, 31, 102–129.
   Google Scholar
• BARA. (2011). Bureau of Applied Research in Anthropology website Retrieved April 16, 2011, from http://bara.arizona.edu/
   Google Scholar
• Bhabha, H. K. (1995). The Location of Culture. London: Routledge.
   Google Scholar
• Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press.
   Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational researcher 19(2), 2–11.
   Google Scholar
• Combs, M. C. (2011). Learning in the third Space: Pedagogies of Hope and Resistance in a Kindergarden Structured English Immersion Classroom. Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA.
   Google Scholar
• Czarniawska-Joerges, B., & Sevón, G. (1996). Translating organizational change. Berlin: de Gruyter.
   Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2008). The landscape of qualitative research. Los Angeles: Sage Publications, Inc.
   Google Scholar
• Diaz, S., Moll, L., & Mehan, H. (1986). Sociocultural resources in instruction: A context-specific approach Beyond languages: Social and cultural factors in schooling language minority students (pp. 187–230). Los Angeles: Evaluation, Dissemination and Assessment Center, California State University.
   Google Scholar
• Dworin, J. E. (2006). The family stories project: Using funds of knowledge for writing. The Reading Teacher, 59(6), 510–520.
   Web of Science ®Google Scholar
• Erlingsdottír, G., &Lindberg, K. (2005). Isomorphism, Isopraxism and Isonymism-Complementary or Competing Processes? Retrieved April 26, 2011, from http://www.lri.lu.se/pdf/wp/2005-4.pdf
   Google Scholar
• Freire, P. (1973). Education for critical consciousness. New York: Continuum.
   Google Scholar
• Giroux, H. A. (1992). Border crossings: Cultural workers and the politics of education. New York:Routledge.
   Google Scholar
• González, N. 2005). Beyond culture: The hybridity of funds of knowledge. In N.Gonález, L.Moll & C. Amanti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 29–46). Mahwah, NJ: Lawrence Earlbaum Associates.
   Google Scholar
• González, N. (2011). Curriculum Vitae Retrieved March 27, 2011, from http://coe.arizona.edu/sites/default/files/GONZALEZ%20VITA%202011.pdf
   Google Scholar
• González, N., Moll, L. C., &Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• González, N.,Moll, L.,Tenery, M. F., Rivera, A., Rendon, P., Gonzales, R., & Amanti, C. (2005). Funds of knowledge for teaching in Latino households. In N. González, L. Moll & C. manti (Eds.), Funds of knowledge: Theorizing practices in households, communities, and classrooms (pp. 89–111). Mahwah, NJ: Lawrence Earlbaum Associates. (Original work published in 1995).
   Google Scholar
• Greenberg, J. (2011). Curriculum Vitae Retrieved March 29, 2011, from http://bara.arizona.edu/faculty/cv/cv-jgreenberg.pdf
   Google Scholar
• Greenberg, J. B. (1989). Funds of knowledge: Historical constitution, social distribution, and transmission. Paper presented at the Society for Applied Anthropology, Annual Meeting, Santa Fe.
   Google Scholar
• Gupta, A., &Ferguson, J. (1992). Beyond" culture": Space, identity, and the politics of difference. Cultural anthropology, 7(1), 6–23.
   Web of Science ®Google Scholar
• Hinton, K. A. (2015). Should We Use a Capital Framework to Understand Culture? Applying Cultural Capital to Communities of Color. Equity &Excellence in Education, Equity & Excellence in Education, 48(2), 299–319.
   Web of Science ®Google Scholar
• Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666–677.
   Web of Science ®Google Scholar
• Klette, K. (2012). The Role of Theory in Educational Research. In The Role of Theory in Educational Research: Report from the March Seminar 2011 (pp. 3–7). The Research Council of Norway.
   Google Scholar
• Latour, B. (1983). Give me a laboratory and I raise the world. In K. Knorr-Cetina & M.Mulkay (Eds.), Science Observed: Prespectives on the social study of science (pp. 141–170). ondon: Sage.
   Google Scholar
• Leander, K. M., &Lovvorn, J. F. (2006). Literacy networks: Following the circulation of texts, bodies, and objects in the schooling and online gaming of one youth. Cognition and Instruction, 24(3), 291–340.
   Web of Science ®Google Scholar
• Moll, L. (2005). Reflections and Possibilities. In N. González, L. Moll & C. Amanti (Eds.), unds of Knowledge: Theorizing practices in households, communities, and classrooms (pp. 275–287). Magwah, NJ: Lawrence Earlbaun Associates.
   Google Scholar
• Moll, L. (2009). Curriculum Vitae (abbreviated version, 9/2009). Retrieved March 28, 2011, from http://coe.arizona.edu/sites/default/files/Moll%20cv%20brief%209%202009%20%282%29.pdf
   Google Scholar
• Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into practice, 31(2), 132–14.
   Google Scholar
• Moll, L., &Diaz, R. (1987). Teaching writing as communication: The use of ethnographic findings in classroom practice. In D. Bloome (Ed.), Literacy and schooling (pp. 193–231). Norwood, NJ: Ablex.
   Google Scholar
• Moll, L., & Diaz, S. (1985). Ethnographic pedagogy: Promoting effective bilingual instruction. In E.Garcia & R. Padilla (Eds.), Advances in bilingual education research(pp. 127–149). Tucson: University of Arizona Press.
   Google Scholar
• Moll, L., & Diaz, S. (1987). Change as the goal of educational research. Anthropology &Education Quarterly, 18(4), 300–311.
   Google Scholar
• Moll, L. C. (2004). Vygotsky and education: Cambridge University Press.
   Google Scholar
• Moll, L. C., &Greenberg, J. B. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L. C. Moll (Ed.), Vygotsky and education (pp. 319–348). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Moll, L. C.,Vélez-Ibáñez, C. G., Greenberg, J., & Rivera, C. (1990). Community knowledge and classroom practice: combining resources for literacy instruction. A Handbook for teachers and planners from the Innovative Approaches Research Project. Washington, DC, US Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center.
   Google Scholar
• Ogbu, J. (1978). Minority Education and Caste: The American System in Cross National Perspective (Vol. Academic Press): New York.
   Google Scholar
• Oughton, H. (2010). Funds of knowledge–a conceptual critique. Studies in the Education of Adults, 42(1), 63–78.
   Google Scholar
• Quammen, D. (1998). The flight of the iguana: a sidelong view of science and nature: Scribner.
   Google Scholar
• Rodriguez, G. M. (2013). Power and Agency in Education Exploring the Pedagogical Dimensions of Funds of Knowledge. Review of Research in Education, 37(1), 87–120.
   Web of Science ®Google Scholar
• Rosaldo, R. (1989). Culture &truth: The remaking of social analysis. Boston, MA: Beacon.
   Google Scholar
• Suppes, P. (1974). The place of theory in educational research. Educational Researcher, 3(6), 3– 10.
   Google Scholar
• Tapia, J.(1991). Cultural Reproduction: Funds of knowledge as survival strategies in the Mexican American Community. Unpublished doctoral dissertation. University of Arizona, Tucson.
   Google Scholar
• Vélez-Ibáñez, C. (1989). Transmission and patterning of funds of knowledge: Shaping and emergence of US Mexican children. Paper presented at the Society for Applied Anthropology, Annual Meeting, Santa Fe.
   Google Scholar
• Vélez-Ibáñez, C.(2010). Bio: Carlos Vélez-Ibáñez Retrieved April 16, 2011, from https://webapp4.asu.edu/directory/person/852357
   Google Scholar
• Vélez-Ibáñez, C., Greenberg, J. B., & Johnstone, B.(1984). The ethnic, economic, and educational structure of Tucson, Arizona: The limits of possibility for Mexican Americans in 1982. Paper presented at the Proceedings of the 1984 Meeting of the Rocky Mountain Council on Latin American Studies, Las Cruces, NM.
   Google Scholar
• Vélez-Ibáñez, C. G. (1983). Bonds of mutual trust: The cultural systems of rotating credit associations among urban Mexicans and Chicanos. New Brunswick, NJ: Rutgers University Press.
   Google Scholar
• Vélez-Ibáñez, C. G. (1988). Networks of exchange among Mexicans in the US and Mexico: Local level mediating responses to national and international transformations. Urban Anthropology, 17(1), 27–51.
   Google Scholar
• Vélez-Ibáñez, C. G., & Greenberg, J. B. (1984). Multidimensional Functions of Non-Market Forms of Exchange among Mexicans/Chicanos in Tucson, Arizona. Unpublished MS, National Science Foundation.
   Google Scholar
• Vélez-Ibáñez, C. G., & Greenberg, J. B. (1992). Formation and transformation of funds of knowledge among US-Mexican household. Anthropology &Education Quarterly, 23(4), 313–335.
   Google Scholar
• Vygotsky, L. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Willis, P. E. (1977). Learning to Labour. Farnborough, England: Saxon House.
   Google Scholar
• Wolf, E. R. (1966). Peasants. Englewood Cliffs, N.J.: Prentice Hall.
   Google Scholar
• Zipin, L. (2009). Dark funds of knowledge, deep funds of pedagogy: Exploring boundaries between lifeworlds and schools. Discourse: Studies in the Cultural Politics of Education, 30(3), 317–331.
   Web of Science ®Google Scholar
• Zipin, L., Sellar, S., & Hattam, R. (2012). Countering and exceeding ‘capital’: A ‘funds of knowledge’ approach to re-imagining community. Discourse: Studies in the Cultural Politics of Education, 33(2), 179–192.
   Web of Science ®Google Scholar