The Incorporation of the Funds of Identity in an Open Center: The FIOCB Project
https://doi.org/10.4471/remie.2015.03
Keywords:
Downloads
Abstract
The aim of the present paper is to illustrate the “Funds of Identity in an Open Center of `Ciudad Meridiana´, Barcelona” project (FIOCB). The general aim of the project was to develop a positive discourse on the sense of education. Six participants aged between 15 and 18 years attended the programme developed by a researcher-psychologist and a social educator. The project was developed through 9 sessions in which the sense of education was described and discussed. Several qualitative techniques such as identity song or learning spiral was used in order to detect and use the students’ funds of identity. The results show how the students have undergone a process of identity transformation as a result of their participation in this project. It is concluded that the educational continuities can improve the sense of school institution. The experience represents an innovation in the funds of knowledge literature because it applies this theoretical approach, and its contemporary advances (the concept of funds of identity), to a non-formal educational context such as Open Centers in Catalonia for the first time.
Downloads
References
Ajuntament de Barcelona (2013) Lectura del Padrón Municipal de habitantes Junio del 2013, Gabinete Técnico de Programación del Ayuntamiento de Barcelona.
Google Scholar CrossrefBarron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development, 49, 193- 224.
Google Scholar CrossrefBarron, B. (2010). Conceptualizing and Tracing Learning Pathways over Time and Setting. NSSE Yearbook, 109 (1).
Google Scholar CrossrefBrito. L., (2014). Sociedad del conocimiento y educación: interconexiones y posibilidades de cambio. Artículos y ensayos de sociología rural, 17, 7-21.
Google Scholar CrossrefBronfenbrenner, U. (1987). La ecología del desarrollo humano. Experimentos en entornos naturales y diseñados. Barcelona, Paidós.
Google Scholar CrossrefCammarota, J. (2007). A social justice approach to achievement: Guiding Latina/o students toward educational attainment with a challenging, socially. Equity & Excellence in Education, 40(1), 87-96. Doi: 10.1080/10665680601015153.
Google Scholar CrossrefCano, A.B. (2011). Procesos de integración y exclusión social juvenil en las periferias de Barcelona y Milán. Tesis de doctorado inédita, Universitat de Barcelona.
Google Scholar CrossrefColl, C. (2010). Enseñar y aprender en el mundo actual: desafíos y encrucijadas. Pensamiento Iberoamericano, 7, 44-66.
Google Scholar CrossrefColl, C. (2013a). El currículo escolar en el marco de la nueva ecología del aprendizaje. Aula de Innovación Educativa, 219, 31-36.
Google Scholar CrossrefColl, C. (2013b) “La educación formal en la nueva ecología del aprendizaje: tendencias, retos y agenda de investigación”. En Rodríguez Illera, J.L. (Comp.) (2013). Aprendizaje y educación en la sociedad digital. Barcelona: Universitat de Barcelona.
Google Scholar CrossrefEsteban-Guitart, M. (2008). Hacia una psicología cultural. Origen, desarrollo y perspectivas. Fundamentos en humanidades, 2, 7-23.
Google Scholar CrossrefEsteban-Guitart, M. & Vila, I. (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, 241-254. doi: 10.1174/113564013806631282.
Google Scholar CrossrefEsteban-Guitart, M. & Moll, L. (2014). Funds of identity. A new concept based on the funds of knowledge approach. Culture & Psychology, 20, 31-48. doi: 10.1177/1354067X13515934
Google Scholar CrossrefEstellés, F. & Viedma, F. (2010). Centres Oberts: una proposta educativa per a nens i adolescents en risc. Barcelona: CCS.
Google Scholar CrossrefFEDAIA (2009). Definició de Centre Obert amb criteris de qualitat. Disponible en: http://www.fedaia.org/sites/fedaia/files/uploads/101001_llibret__model_centres_oberts_fedaia.pdf (Consultado el 10/12/2014)
Google Scholar CrossrefGifre, M. y Esteban-Guitart, M. (2012). Consideraciones educativas de la perspectiva ecológica de Urie Bronfenbrenner. Contextos Educativos, 15, 79-92.
Google Scholar CrossrefGonzález, N., Moll, L. C. y Amanti, K. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefMartí-Klose, (2014). Nous relats per a noves polítiques: el principal repte per lluitar contra la pobresa infantil. Disponible en: http://www.fedaia.org/sites/fedaia/files/ uploads/articles_de_reflexio_fedaia._pau_mari_klose.pdf (Consultado el 10/12/2014)
Google Scholar CrossrefMoll, L. C. (1997). Vygotsky, la educación y la cultura en acción. En A. Álavarez (Ed.): Hacia un currículum cultural. La vigencia de Vygotski en la educación (pp. 39-53). Madrid: Fundación Infancia y Aprendizaje.
Google Scholar CrossrefOficina de Estadística Comunitaria Eurostat (2014). Consultado el 28 de noviembre de 2014 en: http://epp.eurostat.ec.europa.eu/cache/ITY_PUBLIC/3-11042014-AP/EN/3-11042014-AP-E
Google Scholar CrossrefSubero, D.; Esteban-Guitart, M. & Vila, I. (2013). The Funds of Knowledge approach. Engaging increasingly diverse student populations in meaningful and inclusive learning experiences. Krasnoyarsk (Russia): International Scientific Educational Forum. Disponible en: http://socialforum2.kspu.ru/en/articles/39-the-funds-of-knowledge-approach-engaging-increasingly-diverse-student-populations-in-meaningful-and-inclusive-learning-experiences (Consultado 15/01/2014)
Google Scholar CrossrefVila, I. & Casares, R. (2009). Educación y sociedad. Una perspectiva sobre las relaciones entre la escuela y el entorno social. Barcelona, Horsori Editorial.
Google Scholar CrossrefZipin, L. (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. doi: 10.1080/01596300903037044.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.