Funds of Knowledge and Identity Pedagogies for Social Justice

Moises Esteban-Guitart is Professor in the Department of Psychology and Director of the Institute of Educational Research, University of Girona, Spain.

Preface Part 1: Theoretical Underpinnings 1. The funds of knowledge and identity approach: blueprints for social justice pedagogies 2. Funds of knowledge in practice in international contexts 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 4. Revisiting the funds of identity approach in and for China: Possibilities-within-constraints 5. Funds of knowledge/identity pedagogies and social justice in Dutch primary education 6. Engaging with Māori learners’ and families’ funds of knowledge and identity in post-colonial Aotearoa New Zealand 7. Funds of knowledge and identity in oppressed communities in England: an anti-capitalist analysis 8. Transforming educational practice through Funds of knowledge & identity work in Catalonia 9. Funds of knowledge in Chile. A possibility to counteract racism 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 11. Multimodal pedagogical approaches to center the Funds of Knowledge/Identity of Latinx/e children from immigrant backgrounds in U.S. classroom settings 12. New normality and social justice: exploring Funds of identity in Mexican students during the Covid-19 pandemic 13. Practitioners collective Funds of Knowledge within a community of practice: implications for professional development in a South African context Part 4: Concluding Commentary Commentary