Del 0 - Learning in Doing: Social, Cognitive and Computational Perspectives

Funds of Identity

Connecting Meaningful Learning Experiences in and out of School

Inbunden, Engelska, 2016

AvMoisès Esteban-Guitart,Moisès Esteban-Guitart,Moises Esteban-Guitart,Moisès

1 679 kr

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Drawing on research conducted mostly in Catalonia (Spain), Moisès Esteban-Guitart outlines a distinct vision of education enhanced by students' identities, which leads to a discussion of the sociocultural factors that shape the processes of learning. He brings these ideas to life by examining traits of a mobile-centric society, the present-day ecology of learning, and his three metaphors of learning (connecting knowledge, connecting minds, and connecting communities). He then suggests a number of basic principles regarding learning for the twenty-first century based on prior literature in the learning sciences. He presents the terms 'funds of identity' and 'meaningful learning experiences', and reviews the funds of knowledge approach and the Vygotskian basis for understanding identity. In the second part of the book, he illustrates a number of strategies for detecting students' funds of identity and their meaningful learning experiences, and describes some practical experiences based on the theoretical framework he adopted.

Produktinformation

Utgivningsdatum2016-08-18
Mått158 x 235 x 15 mm
Vikt380 g
FormatInbunden
SpråkEngelska
SerieLearning in Doing: Social, Cognitive and Computational Perspectives
Antal sidor150
FörlagCambridge University Press
ISBN9781107147119

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Moisès Esteban-Guitart is Professor in the Department of Psychology at the University of Girona. He is the editor of the journal Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano (Working Papers on Culture, Education and Human Development). His research activity spans the fields of cultural psychology and educational research, and he has published widely on issues of identity, cultural diversity, and education.

'This is an audacious and vibrant book. Adapting a funds-of-knowledge approach to study identity, it contributes a dynamic, processual understanding of identity in context, not as some sort of stable or inherent trait, but as part of a human subjectivity that mediates and is in turn mediated by sociocultural practices of all kinds. It thus views identity, as also informed by a Vygotskian perspective, as a dialectical process, as both tool and outcome, one could say, and as central to all forms of semiotic mediation, thereby becoming a leading factor in human development and education, especially in today's more 'liquid' or 'networked' society.' Luis C. Moll, Professor Emeritus, University of Arizona

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