The narrative turn in social and human sciences has led us to consider identity as a narrative phenomenon. We can classify most of the approaches that have been developed by the emphasis they put on the “subject” in the analysis. For some, the subject is the first person singular, who puts into order and constructs an internalized life story so as to give purpose and coherence to different life experiences. For others, the emphasis is on the relationship between the first and second person, the I-you, in conversational situations located in time and space. Still others argue that narratives — repertoires of behaviour and identity — are shared artefacts, of historical origin and their content is social, political and cultural (i.e., “we” and “they”). However, in all these approaches there is agreement that narratives of identity are cultural products, inseparable from the social, institutional, geographic and cultural forces which comprise what I call funds of identity. The aim of this article is to suggest the need to adopt a qualitative multi-methodological approach aimed at studying these funds of identity, thus complementing the general use of in-depth interviews.
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2025. Young Chileans entering university through inclusion quotas: Linking their funds of knowledge and identity to higher education. International Journal of Educational Development 117 ► pp. 103344 ff.
Karam, Fares J. & Eleni Oikonomidoy
2025. “I Rely on God”: Religion as a Fund of Identity in the Resettlement Experiences of Refugee-Background Parents in the United States. Multicultural Perspectives 27:3 ► pp. 134 ff.
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Banegas, Darío Luis
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Barnes, L. Gorell, T. Podpadec, Verity Jones, J. Vafadari, C. Pawson, S. Whitehouse & M. Richards
2024. ‘Where do you feel it most?’ Using body mapping to explore the lived experiences of racism with 10‐ and 11‐year‐olds. British Educational Research Journal 50:3 ► pp. 1556 ff.
Cho, Hyonsuk, Tanya Christ & Yu Liu
2024. Recognizing Emergent Bilingual Parent-Child Dyads’ Funds of Identity through Their Discussions about Culturally Relevant Text. Journal of Language, Identity & Education 23:4 ► pp. 527 ff.
2024. The carnival as a transformative pedagogical practice for social change: A case study from Chile. Acta Psychologica 250 ► pp. 104539 ff.
Gutzwa, Justin A., Ramón S. Barthelemy, Camila Amaral, Madison Swirtz, Adrienne Traxler & Charles Henderson
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Kim, Yeji
2024. Transnational Funds of Identity of Korean American and Migrant Youth. Journal of Language, Identity & Education► pp. 1 ff.
Kim, Yeji
2025. Connecting Everyday Lives to Classrooms: Asian American Teachers’ Transnational Funds of Identity and Teaching. Educational Studies 61:3 ► pp. 355 ff.
Lazzaro-Salazar, Mariana & Sebastián Barros
2024. Work-family interface during COVID-19: a sociolinguistic study of working mums’ identity and mental health. BMC Psychology 12:1
Little, Sabine & Kexin Cheng
2024. Digital funds of identity: understanding a young child’s plurilingual development through mediagrams. Innovation in Language Learning and Teaching 18:3 ► pp. 208 ff.
Michikyan, Minas
2024. Funds of Identity: Implications for Belonging Among Ethnically and Racially Minoritized Emerging Adult College Students. Journal of Adolescent Research
Murillo, Marco A.
2024. Latinx Immigrant-Origin Community College Students: Examining Persistence and Transfer Through a Funds of Identity Framework. Community College Review 52:4 ► pp. 408 ff.
2025. Resistentia feminarum in visionibus: Joint fantasizing as a practice of migrant women’s narrative resistance to the Caporalato system. International Review of Victimology 31:3 ► pp. 424 ff.
Rojas, Jorge Chávez & Jaime Fauré Niñoles
2024. The role of experiences in the origin and development of theoretical and practical knowledge during teacher training. Professional Development in Education 50:2 ► pp. 360 ff.
Schwartz, Mila & Avital Konchiki
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Sæther, Elin, Ole Kolbjørn Kjørven, Joke Dewilde & Thor-André Skrefsrud
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Waddington, Julie & Moisès Esteban-Guitart
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Alvarez, Adriana, Leah Peña Teeters, William R. Penuel & Moisès Esteban-Guitart
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Esteban‐Guitart, Moises, Edgar Iglesias, Josep Maria Serra & David Subero
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Fránquiz, María E. & María G. Leija
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Holm, Daniel T. & Hope Smith Davis
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Iriarte, Marilyn P, Nitzan Koren, Elana B Blinder & Elizabeth Bonsignore
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Lee, Yoon Joo & Seung Eun McDevitt
2023. “To Be the Best Teacher Possible”: Stories of Teachers of Color with Disabilities. The New Educator 19:4 ► pp. 289 ff.
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2023. Youth identity and postsecondary decision making in a rural state: evidence of a College for All master narrative. Frontiers in Education 8
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2023. The contribution of two funds of identity interventions to well-being related student outcomes in primary education. Learning, Culture and Social Interaction 38 ► pp. 100680 ff.
Walker, Michael E., Margarita Olivera‐Aguilar, Blair Lehman, Cara Laitusis, Danielle Guzman‐Orth & Melissa Gholson
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Banegas, Darío Luis, Richard S. Pinner & Ignacio Daniel Larrondo
2022. Funds of Professional Identity in Language Teacher Education: A Longitudinal Study on Student‐Teachers. TESOL Quarterly 56:2 ► pp. 445 ff.
Hunter, Jodie
2022. Challenging and disrupting deficit discourses in mathematics education: positioning young diverse learners to document and share their mathematical funds of knowledge. Research in Mathematics Education 24:2 ► pp. 187 ff.
Oikonomidoy, Eleni & Fares Karam
2022. Structural barriers and processes of defunding of funds of identity of refugee-background children. Cambridge Journal of Education 52:5 ► pp. 633 ff.
Oikonomidoy, Eleni & Fares Karam
2024. ‘Flatbread and lollipops:’ social funds of identity in the trilingual journey of a refugee-background student. Innovation in Language Learning and Teaching 18:3 ► pp. 223 ff.
Alvarez, Adriana, Leah Peña Teeters, Molly Hamm-Rodríguez & Sona Dimidjian
2021. Understanding children's funds of identity as learners through multimodal self-expressions in Mexico City. Learning, Culture and Social Interaction 29 ► pp. 100513 ff.
Arnold, Noelle W., Azadeh F. Osanloo, Kristine Velasquez & Sarah J. Baker
2021. Informational Grounds as the Locus of Dignity for Immigrant Students. In The Palgrave Handbook of Educational Leadership and Management Discourse, ► pp. 1 ff.
Arnold, Noelle W., Azadeh F. Osanloo, Kristine Velasquez & Sarah J. Baker
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Morita-Mullaney, Trish
2021. Multilingual multiliteracies of Emergent Bilingual families: Transforming teacher’s perspectives on the “literacies” of family engagement. Theory Into Practice 60:1 ► pp. 83 ff.
2021. ‘The best way to learn language is by not doing language’. Incorporating funds of identity for learning Spanish in a Shared Education Unit. International Journal of Bilingual Education and Bilingualism 24:9 ► pp. 1259 ff.
Verhoeven, Monique, Joseph L. Polman, Bonne J. H. Zijlstra & Monique Volman
2021. Creating space for agency: a conceptual framework to understand and study adolescents’ school engagement from a Funds of Identity perspective. Mind, Culture, and Activity 28:2 ► pp. 125 ff.
Walker, Dana, José Luis LaLueza, Carolayn Marín & Elisabeth VanBeek
2021. Developing the imagination within funds of identity: insights from translocal youth radio. Mind, Culture, and Activity 28:2 ► pp. 180 ff.
Álvarez, Adriana
2021. Connecting Funds of Knowledge to Funds of Identity through a Bilingual Multimodal Project-Based Approach. Revista Internacional de Educación para la Justicia Social 10:1 ► pp. 105 ff.
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2021. Finding and using students’ funds of knowledge and identity in superdiverse primary schools: a collaborative action research project. Cambridge Journal of Education 51:6 ► pp. 673 ff.
De Medeiros, Kate, Etter-Lewis, Gwendolyn & Barbara J Bowers
2020. “Place” in the Small Stories of African American Elders: A Narrative Case Study. The Gerontologist 60:5 ► pp. 821 ff.
2020. Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity. Sustainability 12:12 ► pp. 4870 ff.
Hogg, Linda & Monique Volman
2020. A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes. Review of Educational Research 90:6 ► pp. 862 ff.
Hogg, Linda & Monique Volman
2021. Funds of identity. The New Zealand Annual Review of Education 26 ► pp. 175 ff.
Neri, Rebecca Colina
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Branco, Angela Uchoa
2019. Commentary to Part III: Cultural Perspectives on Self/Identity Issues, Prejudice, and Symbolic Resources. In Culture in Education and Education in Culture [Cultural Psychology of Education, 10], ► pp. 239 ff.
Dion, Sheri K.
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Esteban-Guitart, Moises, José Luis Lalueza, Cristina Zhang-Yu & Mariona Llopart
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Jones, Shelley & Safina Mutumba
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Morita-Mullaney, Trish, Haiyan Li & Jennifer Renn
2019. Multiliteracies in Rural Schools:. The Rural Educator 40:3
Charteris, Jennifer, Eryn Thomas & Yvonne Masters
2018. Funds of Identity in Education: Acknowledging the Life Experiences of First Year Tertiary Students. The Teacher Educator 53:1 ► pp. 6 ff.
Moulton, Matthew
2018. Funds of Identity and Humanizing Research as a Means of Combating Deficit Perspectives of Homelessness in the Middle Grades. Education Sciences 8:4 ► pp. 172 ff.
Poole, Adam & Jingyi Huang
2018. Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie. Mind, Culture, and Activity 25:2 ► pp. 125 ff.
2018. The mediation of teaching and learning processes throughidentity artefacts. A Vygotskian perspective. Oxford Review of Education 44:2 ► pp. 156 ff.
Esteban-Guitart, Moises, Pilar Monreal-Bosch, Santiago Perera & José Bastiani
2017. Schooling and Identity: A Qualitative Analysis of Self-Portrait Drawings of Young Indigenous People from Chiapas, Mexico. Frontiers in Psychology 7
2017. Practical work in physiotherapy students’ professional development. Reflective Practice 18:6 ► pp. 821 ff.
Llopart, Mariona & Moisès Esteban-Guitart
2017. Strategies and resources for contextualising the curriculum based on the funds of knowledge approach: a literature review. The Australian Educational Researcher 44:3 ► pp. 255 ff.
Llopart, Mariona & Moisès Esteban-Guitart
2018. Funds of knowledge in 21st century societies: inclusive educational practices for under-represented students. A literature review. Journal of Curriculum Studies 50:2 ► pp. 145 ff.
Poole, Adam
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Poole, Adam
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Poole, Adam
2022. Towards a multimodal method for identifying and interpreting funds of identity derived from avatars. International Journal of Research & Method in Education 45:5 ► pp. 505 ff.
Subero, David, Ellen Vujasinović & Moises Esteban-Guitart
2017. Mobilising funds of identity in and out of school. Cambridge Journal of Education 47:2 ► pp. 247 ff.
Subero Tomás, David, Luis Fernando Brito Rivera & Moisés Esteban-Guitart
2017. La incorporación de los fondos de conocimiento e identidad en la Escuela Normal de Texcoco, México: Las creencias de los docentes en formación. Contextos Educativos. Revista de Educación► pp. 9 ff.
Sant, Edda, Neus González-Monfort, Antoni Santisteban Fernández, Joan Pagès Blanch & Montserrat Oller Freixa
2016. How do Catalan Students Narrate the History of Catalonia When They Finish Primary Education?. McGill Journal of Education 50:2-3 ► pp. 341 ff.
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Esteban-Guitart, Moises
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Esteban-Guitart, Moises
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Esteban-Guitart, Moisès
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Esteban-Guitart, Moisès
2023. Invisible Funds of Identity in Urban Contexts. Urban Education 58:7 ► pp. 1449 ff.
Esteban-Guitart, Moisés
2015. The medium is the message: Online learning, communities, and identities. Theory & Psychology 25:4 ► pp. 546 ff.
Esteban-Guitart, Moisès & Luis C Moll
2014. Funds of Identity: A new concept based on the Funds of Knowledge approach. Culture & Psychology 20:1 ► pp. 31 ff.
Esteban-Guitart, Moisès & Luis C Moll
2014. Lived experience, funds of identity and education. Culture & Psychology 20:1 ► pp. 70 ff.
Esteban-Guitart, Moisès & Ignasi Vila
2013. La modificación de las creencias sobre las familias de origen inmigrante por parte de docentes después de participar en el proyecto educativo “fondos de conocimiento”. Cultura y Educación 25:2 ► pp. 241 ff.
Esteban-Guitart, Moisés, Pilar Monreal-Bosch & Ignasi Vila
2013. A qualitative study on transnational attachment among eight families of foreign origin. PsyEcology: Bilingual Journal of Environmental Psychology 4:3 ► pp. 245 ff.
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