Funds of Identity: A new concept based on the Funds of Knowledge approach

Moises Esteban-Guitart, PhD, is an assistant professor in the Department of Psychology at University of Girona. His research focuses on articulating how the development of identity is closely intertwined with issues of culture and education. His ongoing research program examines the continuities and discontinuities between school and family of children of the Africa living in Spain. His work has been published in the Narrative Inquiry; Mind, Culture, and Activity; Canadian Psychology/Psychologie Canadienne; Journal of Social Distress and the Homeless; Universitas Psychologica; Estudios de Psicología; Cultura y Educación; The Spanish; Journal of Psychology or Infancia y Aprendizaje, among other journals. Recently, he has published some entries in The encyclopedia of critical psychology (edited by Thomas Teo, Springer, 2014) and co-authored (with Iliana Reyes) a chapter in the Handbook of research on children’s literacy, learning and culture (edited by Kathy Hall, Teresa Cremin, Barbara Comber, and Luis Moll, 2013, John Wiley & Sons).

Luis C Moll, PhD, is a professor in the Department of Language, Reading and Culture in the College of Education, University of Arizona. He joined the faculty of LRC in 1986. Prior to that, from 1979 to 1986, he worked at the Laboratory of Comparative Human Cognition and the Communications Department, both of the University of California, San Diego. His main research interest is the connection among culture, psychology, and education, especially as it relates to the education of Latino children in the United States. Among other studies, he has analyzed the quality of classroom teaching, examined literacy instruction in English and Spanish, studied how learning takes place in the broader social contexts of household and community life, and attempted to establish pedagogical relationships among these domains of study. His work has been published in the Educational Researcher; Theory into Practice; Journal of Reading Behavior; Anthropology and Education Quarterly; Theory and Research in Education; Urban Education; Journal of Teacher Education; Mind, Culture, and Activity, among other journals. Recently, he has co-edited (with Kathy Hall, Teresa Cremin, and Barbara Comber) the Handbook of research on children’s literacy, learning and culture (2013, John Wiley & Sons), co-edited (with Norma González and Cathy Amanti) the Funds of knowledge: Theorizing practices in households, communities, and classrooms (2005, Lawrence Erlbaum Associates), and published a book entitled L. S. Vygotsky and education (2013, Routledge).