Available a special issue on “Funds of Knowledge, Community Cultural Wealth, and the Forms of Capital: Strengths, Tensions, and Practical Considerations” published by SAGE, Urban Education, volume 58, issue 7, September 2023 edited by Cecilia Rios-Aguilar and Rebecca Colina Neri. Access: https://journals.sagepub.com/toc/uexa/58/7 Articles Cecilia Rios-Aguilar Rebecca Colina Neri Moisès Esteban-Guitart […]
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A new paper authored by Darío Luis Banegas (University of Edinburgh), Richard S. Pinner (Sophia University) and Ignacio Daniel Larrondo (Universidad Nacional de la Patagonia San Juan Bosco) came out: “Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student-Teachers”. Check out the paper here. Abstract This article […]
On October 5th at 19:00 (Spanish time), will take place the presentation of the Monograph Funds of Knowledge for Social Justice. Family-School Alliances for Educational Transformation (“Fondos de Conocimiento para la Justicia Social. Alianzas Familia-Escuela para la Transformación Educativa”), published in the spanish journal Revista Internacional de Educación para la […]
We are pleased to announce that the publication of the special issue entitled “Advancing funds of identity theory” is now available online in the journal Mind, Culture and Activity (Volume 28, Issue, 2, 2021). Special Issue: “advancing funds of identity theory”Arturo Cortez, Sophina Choudry, Moisès Esteban-Guitart, Beth Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, Mara W. Mahmood, Bonnie […]
A new Open Acces paper authored by Darío Luis Banegas came out: “Teacher Educators’ Funds of Knowledge for the Preparation of Future Teachers”. Check out the paper here. Abstract The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators drew on […]
The symposium “Funds of Knowledge for the 21st Century: Towards pedagogical justice in diverse societies” took place on 12 March. The event was organized by Dr Konstanze Spohrer (spohrek@hope.ac.uk), Dr Carly Bagelman (bagelmc@hope.ac.uk) and Dr Rosie Germain (germair@hope.ac.uk), and funded by The Sociological Review and the Centre for Education and Policy Analysis […]
Educational transformation in contexts of extreme diversity