1st Edition
Funds of Knowledge and Identity Pedagogies for Social Justice International Perspectives and Praxis from Communities, Classrooms, and Curriculum
Preface Carlos Vélez-Ibáñez Part 1: Theoretical Underpinnings 1. The Funds of Knowledge and Identity approach (FoK/I): Blueprints for Social Justice pedagogies. M. Esteban-Guitart 2. Funds of knowledge in practice in international contexts. L. C. Moll Part 2: Some contemporary usages from an international lens 3. Opening school walls to Funds of knowledge: Students researching Problems that Matter in Australian communities. L. Zipin and M. Brennan 4. Revisiting the funds of identity approach in and for China: Possibilities-within-constraints. A. Poole 5. Funds of knowledge/identity pedagogies and social justice in Dutch primary education. M. Volman, L. Gaikhorst, E. Veerman 6. Engaging with Māori learners’ and families’ funds of knowledge and identity in post-colonial Aotearoa New Zealand. M. Cooper, H. Hedges, L. Hogg 7. Funds of knowledge and identity in oppressed communities in England: an anti-capitalist analysis. J. Williams, L. Black, S. Choudry, E. Howker 8. Transforming educational practice through Funds of knowledge & identity work in Catalonia. C. Zhang-Yu, J. Waddington, D. Subero, J. L. Lalueza 9. Funds of knowledge in Chile. A possibility to counteract racism. M. Lamas-Aicón, F., K. Jaramillo, F. Jiménez-Vargas Part 3: Some empirical and case related evidences from an international lens 10. Teachers’ pedagogical knowledge and ethno-linguistic minority students’ Funds of knowledge in Vietnam. T. R. Thanh Ha, M. Singh 11. Multimodal pedagogical approaches to center the Funds of Knowledge/Identity of Latinx/e children from immigrant backgrounds in U.S. classroom settings. A. Alvarez 12. New normality and social justice: exploring Funds of identity in Mexican students during the Covid-19 pandemic. F. Díaz-Barriga, J. L. López, M. L. Morales 13. Practitioners collective Funds of Knowledge within a community of practice: implications for professional development in a South African context. G. Daries, T. Herman Part 4: Concluding Commentary Commentary. N. González
Biography
Moises Esteban-Guitart is Professor in the Department of Psychology and Director of the Institute of Educational Research, University of Girona, Spain.
