Funds of identity

Applying a Vygotskian perspective on identity to enhance social justice in education

Authors

DOI:

https://doi.org/10.26686/nzaroe.v26.6933

Keywords:

funds of identity, funds of knowledge, sociocultural theory, identity development, social justice

Abstract

This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners.

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Author Biographies

Linda Hogg, Victoria University of Wellington

Linda Hogg is a Senior Lecturer in the School of Education, Victoria University of Wellington, New Zealand. Linda’s research explores how schools use minoritised students’ strengths and skills to improve their educational experience, and teacher education for social justice aims.

Monique Volman, University of Amsterdam

Monique Volman is a Professor of Education at the University of Amsterdam, where she leads the Educational Sciences program. Main areas in her research are learning environments for meaningful learning, identity development and diversity in education.

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Published

2021-07-01

Issue

Vol. 26 (2020): New Zealand Annual Review of Education

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