A new book edited by Moisès Esteban-Guitart came out: “Funds of Knowledge and Identity Pedagogies for Social Justice. International Perspectives and Praxis from Communities, Classrooms, and Curriculum.” The book include book chapters from members of the Funds of Knowledge alliance from abroad. The book is edited by ROUTLEDGE. Taylor & Francis Group, 1st Edition 2024.
Check out the book here.
This edited volume takes the US-derived concept and praxis of funds of knowledge and applies it globally to critically analyse current education in line with social justice, antiracism, and culturally sustaining pedagogies. Edited by one of the premier international voices for the funds of knowledge approach, and in particular funds of identity theory, chapters foreground first-hand, participatory, research-practice experiences with learners, schools, and local communities. These experiences demonstrate the positive, social-justice inspired pedagogical actions that result in, and reveal, powerful possibilities for a decolonialised, antiracist praxis that aims to eradicate deficit thinking in education. Further, the inclusion of voices that are typically “othered” in the construction and distribution of academic knowledge make this a seminal volume in the field. Ultimately, the volume will be of interest to scholars, students, and researchers working in the sociology of education, psychology of education, and those specifically dealing with antiracism, decolonialism, and equity within education.
Table of Contents
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