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Cited by 117Critical Race Theory in EducationEducational Theory and Curriculum StudiesIndigenous and Place-Based Education

A synthesis of funds of identity research: Purposes, tools, pedagogical approaches and outcomes

Open access
Hogg, Linda, Volman, Monique·2020·Review of Educational Research
DOI 10.3102/0034654320964205
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Abstract

This review illuminates the growing body of funds of identity (FoI) scholarship and explores its contribution to breaking down deficit thinking and enhancing the inclusivity and equity of education. FoI theory aims to complement the funds of knowledge conceptual framework that draws attention to knowledge and competences of minoritized students. FoI theory is distinctive because of its focus on funds that are personally meaningful for students. The concept of FoI and its relationship with funds of knowledge scholarship are described, followed by an analysis of insights from FoI empirical research: (1) methodological tools that researchers have developed to identify students’ FoI and (2) pedagogical approaches utilized to connect to students’ FoI. Finally, the review offers an examination of evidence that research has yielded for effects that result from making links to students’ FoI, and makes recommendations for future work.

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  • A second especially powerful set of practices used by equity-oriented leaders is ensuring that the curriculum guiding instruction in their schools acknowledges and makes use of the ethnic, cultural, and linguistic assets that diverse students and their families bring to the school.

    “A second especially powerful set of practices used by equity-oriented leaders is ensuring that the curriculum guiding instruction in their schools acknowledges and makes use of the ethnic, cultural, and linguistic assets that diverse students and their families bring to the school”

    From A Review of Evidence about Equitable School Leadership (2021) · cites this paper as [112]

    The Purposes section says teachers should connect curriculum to students’ knowledge and life experiences, and the section on countering deficit theorizing calls for drawing on minoritized students’ diverse resources, including cultural and linguistic resources. The paper does not establish this as an especially powerful practice of equity-oriented school leaders; its discussion centers on pedagogy and teachers. Page numbers are unavailable in our copy. (LLM, conf=0.86)

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Research works printed but not linked: 13

  1. [3]3. Allen, J., Beaty, J., Dean, A., Jones, J., Smith Mathews, S., McCreight, J., Schwedler, E., & Simmons, A. M. (2015). Family dialogue journals: Three-way partnerships that support student learning. Teachers College Press.
  2. [15]15. Chaffey, R. (2018). Applying an ethical lens to the concept of the child at the heart of the curriculum: Reflecting on the sociocultural constructs and social justice consid- erations. He Kupu, 5(3), 57-65.
  3. [21]21. Díaz-Barriga-Arceo, F., & Vázquez-Negrete, V. I. (2020). Avatares y cajas de herra- mientas: Identidad digital y sentido del apredizaje en adolescents de secundaria [Avatars and toolboxes: Digital identity and sense of learning in high school ado- lescents]. Revista Electrónica Educare, 24(1), 1-23. https://doi.org/10.15359/ ree.24-1.
  4. [37]37. González-Patiño, J., & Esteban-Guitart, M. (2014). Some of the challenges and expe- riences of formal education in a mobile-centric society. Digital Education Review, (25), 64-86.
  5. [44]44. Hogg, L. (2015). Applying funds of knowledge theory to support minoritized students' learning: A review of pedagogical approaches. In R. V. Nata (Ed.), Progress in edu- cation (Vol. 37, pp. 93-112). Nova.
  6. [55]55. López, E., Díaz-Barriga-Arceo, F., & Vázquez-Negrete, V. I. (2018). Exploración de los fondos de identidad en estudiantes de posgrado mediante una adaptación de la multimetodología autobiográfica extendida. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 14(1), 1-22.
  7. [58]58. McGilp, E. (2014). From picturebook to multilingual collage: Bringing learners' first language and culture into the pre-school classroom. Children's Literature in English Language Education Journal, 2(2), 31-49.
  8. [65]65. Moulton, M. (2018b). Young adolescent identities beyond the single story [Unpublished doctoral dissertation]. University of Georgia.
  9. [74]74. Polman, J. L. (2010). The zone of proximal identity development in apprenticeship learning. Revista de Educación, 353(1), 129-155.
  10. [82]82. Saubich, X., & Esteban-Guitart, M. (2011). Bringing family funds of knowledge to school: The living Morocco project. Multidisciplinary Journal of Educational Research, 1(1), 79-103.
  11. [83]83. Savani, A. (2010). Pathologies and complicities: High school and the identities of disaffected South Asian "Brown boy" [Unpublished doctoral dissertation]. University of British Columbia.
  12. [92]92. Subero, D. (2015). La resignificacióde l'escola: El projecte Fons d'Identitat al Centre Obert de Ciutat Meridiana, Barcelona (FICAB). Àmbits de psicopedagogia: revista catalana de psicopedagogia I educació, 2015(43), 69-72.
  13. [102]102. Valencia, R. R. (1997). The evolution of deficit theorizing. Falmer Press.

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Authors
Hogg, L., & Volman, M.
Affiliations
  • Victoria University of Wellington (NZ)
  • University of Amsterdam (NL)
Corresponding author
Hogg, Linda
ORCID
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2020-10-13
Volume
90
Issue
6
Pages
862-895
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/0034654320964205
OpenAlex
W3092838131
Cited by
117
References
96
Citations by year
2026: 11 · 2025: 29 · 2024: 35 · 2023: 16 · 2022: 16 · 2021: 9 · 2020: 1
FWCI
14.01
Type
journal article
Language
en
Open access
Licence
Locations
  • Review of Educational Research (publishedVersion)
  • UvA-DARE (University of Amsterdam) (submittedVersion, other-oa)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
Topics
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Education › Indigenous and Place-Based Education
Keywords
funds of identity, funds of knowledge, deficit thinking, educational equity, inclusive education, minoritized students, student identity, teaching methods, student outcomes

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