This paper is a theoretical response to recent developments in the funds of identity literature which has seen the introduction of two interconnected concepts, ‘dark funds of identity’ and ‘existential funds of identity’. While these recent concepts may expand the canvas from which researchers draw in developing interventionist approaches for minoritised students, they nevertheless polarise positive and negative emotions and experiences which is problematic on a conceptual level. This paper addresses this issue by first presenting how funds of identity and existential funds of identity have been theorised, arguing that there remains a tension between the distributed theory of the original conceptualisation of funds of identity and the phenomenological and subjective dimension that underpins existential funds of identity. In order to resolve this tension, I situate the funds of identity concept within a cultural historical tradition, drawing upon González Rey’s work on subject sense and subjectivity in order to propose an alternative conceptualisation of funds of identity that allows researchers to transcend the dichotomy of positive and negative emotions.
BlundenA. (2014).
Word meaning is important: A response to W-M. Roth & þ. Jóhannsdóttir on perezhivanie. Siberian Journal of Psychology,
54, 18–27.
3.
BlundenA. (2016).
Translating perezhivanie into English. Mind, Culture, and Activity,
23(4), 274–283.
4.
CharterisJ.ThomasE.MastersY. (2018).
Funds of identity in education: Acknowledging the life experiences of first year tertiary students. The Teacher Educator,
53(1), 6–20.
5.
ClaràM. (2016).
The many lives of the word perezhivanie. Mind, Culture, and Activity,
23(4), 339–342.
6.
ConnellyF. M.ClandininD. J.HeM. F. (1997).
Teachers' personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education,
13(7), 665–674.
7.
DeweyJ. (1939). Having an experience. In McDermottJ. J. (Ed.), The philosophy of John Dewey, two volumes in one. (pp. 554–573).
Chicago, IL:
University of Chicago Press.
8.
Esteban-GuitartM. (2012).
Towards a multimethodological approach to identification of funds of identity, small stories and master narratives. Narrative Inquiry,
22(1), 173–180.
9.
Esteban-GuitartM. (2016). Funds of identity.
New York, NY:
Cambridge University Press.
10.
Esteban-GuitartM.MollL. C. (2014a).
Funds of identity: A new concept based on the funds of knowledge approach. Culture & Psychology,
20(1), 31–48
11.
Esteban-GuitartM.MollL. C. (2014b).
Lived experience, funds of identity and education. Culture & Psychology,
20(1), 70–81.
12.
GamsakhurdiaV. (2018).
Adaptation in a dialogical perspective – From acculturation to proculturation. Culture & Psychology,
24(4), 545–559.
13.
GillespieA.ZittounT. (2010).
Using resources: Conceptualizing the mediation and reflective use of tools and signs. Culture & Psychology,
16(1), 37–62.
14.
González ReyF. L. (2007).
Social and individual subjectivity from an historical cultural standpoint. Outlines Critical Practice Studies,
9(2), 3–14.
15.
González ReyF. L. (2016).
Vygotsky’s concept of perezhivanie in the psychology of art and at the final moment of his work: Advancing his legacy. Mind, Culture, and Activity,
23(4), 305–314.
16.
González ReyF. L. (2018).
Subjectivity and discourse: Complementary topics for a critical psychology.Culture & Psychology. doi: 10.1177/1354067X18754338.
17.
HoggL. M. (2011).
Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education,
27(3), 666–677.
18.
HviidP.VilladsenJ. W. (2014).
Cultural identities and their relevance to school practice. Culture & Psychology,
20(1), 59–69.
19.
JovésP.SiquésC.Esteban-GuitartM. (2015).
The incorporation of funds of knowledge and funds of identity of students and their families into educational practice. A case study from Catalonia, Spain. Teaching and Teacher Education,
49, 68–77.
20.
Llopart, M., & Esteban-Guitart, M. (2018). Funds of knowledge in 21st century societies: Inclusive educational practices for under-represented students. A literature review. Journal of Curriculum Studies, 50(2), 45–161.
21.
McAdamsD. P.McLeanK. C. (2013).
Narrative identity. Current Directions in Psychological Science,
22(3), 233–238.
22.
MillerA. (2008).
A critique of positive psychology – Or ‘the new science of happiness. Journal of Philosophy of Education,
42(3–4), 591–608.
23.
MollL. C. (2014). L.S. Vygotsky and education.
New York and London:
Routledge.
24.
MollL. C.AmantiC.NeffD.GonzalezN. (1992).
Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice,
31, 132–141.
25.
NogueiraA. L. H. (2014).
Emotional experience, meaning, and sense production: Interweaving concepts to dialogue with the funds of identity approach. Culture & Psychology,
20(1), 49–58.
26.
Oliveira CampolinaL.MartínezA. M. (2016).
The configuration of social subjectivity in an innovative educational institution in Brazil. International Research in Early Childhood Education,
7(1), 182–200.
27.
PooleA. (2017).
I want to be a furious leopard with magical wings and super power”: Developing an ethico-interpretive framework for detecting Chinese students’ funds of identity. Cogent Education,
4(1), 1–20.
28.
PooleA.HuangJ. (2018).
Resituating funds of identity within contemporary interpretations of perezhivanie. Mind, Culture, and Activity,
25(2), 125–137.
29.
ReedM. (2017).
Understanding and responding to negativism in schooling: The potential of the ‘double move. Learning, Culture and Social Interaction,
12, 63–77.
30.
RicoeurP. (2010). Time and narrative. (
Vol. 3).
Chicago:
University of Chicago Press.
31.
SaubichX.EstebanM. (2011).
Bringing funds of family knowledge to school. The Living Morocco project ببررغغممللااششييعع †. REMIE: Multidisciplinary Journal of Educational Research,
1(1), 79–103.
SuberoD. (2015).
La resignificació de l'escola: El projecte Fons d'Identitat al Centre Obert de Ciutat Meridiana, Barcelona (FICAB. ). Àmbits de Psicopedagogia: Revista Catalana de Psicopedagogia i Educació,
43, 4.
34.
SuberoD.VujasinovićE.Esteban-GuitartM. (2017).
Mobilising funds of identity in and out of school. Cambridge Journal of Education,
47(2), 247–263.
35.
VygotskyL. S. (1994). The problem of the environment. In Van Der VeerR.ValsinerJ. (Eds.), The Vygotsky reader. (pp. 338–344).
Oxford:
Blackwell.
36.
ZipinL. (2009).
Dark funds of knowledge, deep funds of pedagogy: Exploring boundaries between lifeworlds and schools. Discourse: Studies in the cultural politics of education,
30(3), 317–331.
37.
ZittounT. (2007).
Symbolic resources and responsibility in transitions. Young,
15(2), 193–211.
