The incorporation of funds of knowledge and funds of identity of students and their families into educational practice. A case study from Catalonia, Spain

• Published in: Teaching and teacher education Vol. 49; pp. 68 - 77
• Main Authors: Jovés, Pol, Siqués, Carina, Esteban-Guitart, Moisès
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.07.2015
• Subjects: Culture-based teaching; Funds of identity; Funds of knowledge; Study groups; Teacher development; Study groups; Teacher development; Culture-based teaching; Funds of identity; Funds of knowledge
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2015.03.001

This article illustrates how students' ‘funds of identity’ can be used pedagogically to enrich the ‘funds of knowledge’ approach. The concept ‘funds of identity’ emphasizes students' interests through the incorporation of their creative works within the pedagogical space conducted by the teacher. Students invest their identities in the creation of some artifacts, which become educational resources used by teachers in class to affirm students' identities and foster their academic development. The paper shows how a teaching unit using the funds of identity approach is created and discusses about the significance of working through study groups for teacher development. •The term ‘funds of identity’ enriches the ‘funds of knowledge’ approach by emphasizing students' interests.•We illustrate how the students' funds of identity can be used pedagogically.•The experience was designed in a school with a diverse cultural population in Catalonia, Spain.•It stresses the significance of working through study groups for teacher development.