The present study aims to explore the relationships between self-perceived emotional regulation skills, openness to sadness through music listening, and identity formation processes. Participants were 463 adolescents between 12 and 19 years. The results showed that these adolescents were primarily engaged in identity processes involving in-depth exploration and commitment, and to a lesser extent in commitment reconsideration. Differences were found according to gender, age group and domain (study, friendship), showing unique paths of identity construction for boys and girls in educational and social areas. Self-perceived emotional attention skills were related to in-depth exploration. In the study domain, the use of emotional repair skills corresponded with commitment, but from the age of 14 with both commitment and in-depth exploration. Openness to sadness through music listening emerged as a mediator between emotion and identity reflection, showing an interesting path for new research on the connection between emotional regulation and identity development.
Under the guidance of the I 3 model, this study examines the relationship between family functioning and online trolling and the mediating role of the dark triad, and explores whether expressive suppression and cognitive reappraisal in emotion-regulation strategies moderate the relationship between the dark triad and online trolling. A total of 1,149 valid questionnaires were collected from college students. The results showed that family functioning significantly and negatively predicts online trolling, and that the dark triad plays a mediating role between the two. In addition, the emotion-regulation strategy of expression suppression moderates the relationship between the dark triad and online trolling. Specifically, expression suppression exacerbates the impact of the dark triad on online trolling. This study examines the impact mechanism of online trolling considering the influence of the environment and personality, provides a new perspective for understanding online trolling and has practical significance for intervention measures to reduce these effects.
The present study examined whether loneliness and self-esteem mediated the relationship between social appearance anxiety and social media addiction. Participants included 378 young adults (75.7% female) aged 18-36 years (mean age = 22.72 years, SD = 4.97), who completed measures of loneliness, self-esteem, social appearance anxiety and social media addiction. The results indicated that social appearance anxiety not only had a direct effect on increased social media addiction but also had an indirect effect on it through increased levels of loneliness and decreased levels of self-esteem. These results are relevant, considering the scarcity of intervention efforts aimed at addressing social appearance anxiety. Future intervention strategies aimed at reducing social appearance anxiety and its associated consequences may simultaneously benefit from addressing loneliness and self-esteem. El presente estudio examin & oacute; si la soledad y la autoestima mediaban la relaci & oacute;n entre la ansiedad por la apariencia social y la adicci & oacute;n a las redes sociales. Los participantes incluyeron 378 adultos j & oacute;venes (75.7% mujeres) de entre 18-36 a & ntilde;os (edad media = 22.72 a & ntilde;os, DT = 4.97), que completaron medidas de soledad, autoestima, ansiedad por la apariencia social y adicci & oacute;n a las redes sociales. Los resultados indicaron que la ansiedad por la apariencia social no solo tuvo un efecto directo en el aumento de la adicci & oacute;n a las redes sociales, sino que tambi & eacute;n tuvo un efecto indirecto a trav & eacute;s del aumento de los niveles de soledad y la disminuci & oacute;n de los niveles de autoestima. Estos resultados son relevantes, considerando la escasez de esfuerzos de intervenci & oacute;n dirigidos a abordar la ansiedad por la apariencia social. Las futuras estrategias de intervenci & oacute;n destinadas a reducir la ansiedad por la apariencia social y sus consecuencias asociadas pueden beneficiarse simult & aacute;neamente de abordar la soledad y la autoestima.
The existence of symbols is present from birth in human development and plays a core role in child development. This study seeks to understand how symbolization processes occur in preschool education. We conducted a systematic literature review with articles indexed in the Scopus, Web of Science and ERIC databases between September 2023 and January 2024. Nineteen articles were found. After reading these studies, three categories of analysis were determined: symbolic play/co-creation/holistic development; quality standards in preschool education (convergences and divergences); and gaps in the research on play. We found a stronger emphasis on the interrelation between play, learning and development, with a stress on playful learning as a parameter for the quality of preschool education programmes; symbolic play was the kind that was researched the most. La existencia de s & iacute;mbolos en el desarrollo humano est & aacute; presente desde el nacimiento y juega un papel central en el desarrollo infantil. En el presente trabajo, se busc & oacute; comprender c & oacute;mo ocurren los procesos de simbolizaci & oacute;n en los contextos de Educaci & oacute;n Infantil. Para ello, se realiz & oacute; una revisi & oacute;n sistem & aacute;tica de la literatura con art & iacute;culos indexados en las bases de datos Scopus, Web of Science y ERIC, entre septiembre de 2023 y enero de 2024. Se encontraron 19 art & iacute;culos. Tras la lectura de estos estudios se constituyeron tres categor & iacute;as de an & aacute;lisis: juego simb & oacute;lico/co-creaci & oacute;n/desarrollo integral; est & aacute;ndares de calidad en Educaci & oacute;n Infantil (convergencias y divergencias); y lagunas en la investigaci & oacute;n sobre el juego. Se observ & oacute; mayor & eacute;nfasis en la interrelaci & oacute;n juego-aprendizaje-desarrollo, con hincapi & eacute; en el aprendizaje l & uacute;dico como par & aacute;metro para la calidad de los programas de Educaci & oacute;n Infantil; y el juego simb & oacute;lico fue el juego m & aacute;s investigado.
Under the guidance of the I3 model, this study examines the relationship between family functioning and online trolling and the mediating role of the dark triad, and explores whether expressive suppression and cognitive reappraisal in emotion-regulation strategies moderate the relationship between the dark triad and online trolling. A total of 1,149 valid questionnaires were collected from college students. The results showed that family functioning significantly and negatively predicts online trolling, and that the dark triad plays a mediating role between the two. In addition, the emotion-regulation strategy of expression suppression moderates the relationship between the dark triad and online trolling. Specifically, expression suppression exacerbates the impact of the dark triad on online trolling. This study examines the impact mechanism of online trolling considering the influence of the environment and personality, provides a new perspective for understanding online trolling and has practical significance for intervention measures to reduce these effects.
The present study aims to explore the relationships between self-perceived emotional regulation skills, openness to sadness through music listening, and identity formation processes. Participants were 463 adolescents between 12 and 19 years. The results showed that these adolescents were primarily engaged in identity processes involving in-depth exploration and commitment, and to a lesser extent in commitment reconsideration. Differences were found according to gender, age group and domain (study, friendship), showing unique paths of identity construction for boys and girls in educational and social areas. Self-perceived emotional attention skills were related to in-depth exploration. In the study domain, the use of emotional repair skills corresponded with commitment, but from the age of 14 with both commitment and in-depth exploration. Openness to sadness through music listening emerged as a mediator between emotion and identity reflection, showing an interesting path for new research on the connection between emotional regulation and identity development.
Many scholars have found the theoretical, methodological and pedagogical legacy of Luis Moll's concept of Funds of Knowledge (FK) valuable. In our collaborative research with teachers in early childhood education, we have applied FK to address the power imbalance that can exist between families and teachers. Our research built upon the work of Moll and his colleagues to highlight the importance of teachers finding ways to learn about children's lives and sustaining reciprocal relationships with families. Focusing on the centrality of children's interests to curriculum-making in early childhood, we have explored and exemplified how FK can enable teachers to develop deeper understandings of interests being embedded within children's diverse life experiences. Reporting on research from opposite sides of the globe, we also address how different curricular policy contexts for early childhood education create possibilities and challenges for teachers to enact an FK approach in their practice with children and families. Muchos acad & eacute;micos han considerado de gran valor el legado te & oacute;rico, metodol & oacute;gico y pedag & oacute;gico de los Fondos de Conocimiento (FC) de Luis Moll. En nuestra investigaci & oacute;n colaborativa con docentes de educaci & oacute;n infantil temprana, hemos aplicado los FC para abordar las desigualdades de poder que pueden existir entre las familias y el profesorado. Nuestra investigaci & oacute;n desarroll & oacute; el trabajo de Moll y sus colegas para poner de relieve la importancia de que el profesorado encuentre la forma de conocer las vidas de sus alumnos y mantener relaciones rec & iacute;procas con las familias. Situando el foco en la centralidad de los intereses infantiles para el desarrollo del curr & iacute;culum infantil temprano, hemos explorado e ilustrado c & oacute;mo los FC pueden ayudar al profesorado a desarrollar un conocimiento m & aacute;s profundo de los intereses inherentes a las diversas experiencias infantiles cotidianas. Bas & aacute;ndonos en investigaciones realizadas en puntos opuestos del planeta, abordamos los distintos contextos de pol & iacute;tica curricular en la educaci & oacute;n infantil temprana y c & oacute;mo estos pueden brindar posibilidades y plantear desaf & iacute;os para el profesorado interesado en adoptar un enfoque basado en los FC en su pr & aacute;ctica docente en colaboraci & oacute;n con las familias.
Adopting an autobiographical style, we recount a formative experience in Dr Luis Moll's course on Vygotsky and Education, during our time as graduate students in the Language, Reading, and Culture programme at the University of Arizona. He invited Spanish-speaking students to form a discussion group around Ferreiro's Caperucita Roja Aprende a Escribir (Little Red Riding Hood Learns to Write). A small group of us committed to meeting weekly with Dr Moll to read and discuss the book. These informal sessions were enriching, productive and intellectually stimulating, and they gave rise to ideas for collaborative research and publication. We describe a teaching and research experience conducted in a bilingual second-grade classroom at a public school in Tucson. This work was deeply influenced by the intellectually enriching space created by Dr Moll and by our collective inquiries into text, language and learning. Each author reflects on how this experience and his mentorship have shaped their lines of research and professional trajectories in literacy and education. Adoptando un estilo autobiogr & aacute;fico, relatamos una experiencia formativa en el curso del Dr. Luis Moll sobre Vygotsky y la Educaci & oacute;n, durante nuestra & eacute;poca de estudiantes de posgrado en el programa de Lengua, Lectura y Cultura de la Universidad de Arizona. & Eacute;l invit & oacute; a los estudiantes hispanohablantes a formar un grupo de discusi & oacute;n en torno a Caperucita Roja Aprende a Escribir, de Ferreiro. Un peque & ntilde;o grupo nos comprometimos a reunirnos semanalmente con el Dr. Moll para leer y comentar el libro. Estas sesiones informales fueron enriquecedoras, productivas e intelectualmente estimulantes, y dieron pie a ideas para la investigaci & oacute;n y publicaci & oacute;n colaborativas. Describimos una experiencia de ense & ntilde;anza e investigaci & oacute;n realizada en un aula biling & uuml;e de segundo grado en una escuela p & uacute;blica de Tucson. Este trabajo se vio profundamente influenciado por el espacio intelectualmente enriquecedor que cre & oacute; el Dr. Moll y por nuestras indagaciones colectivas sobre texto, lenguaje y aprendizaje. Cada autor reflexiona sobre c & oacute;mo esta experiencia y su mentor & iacute;a han moldeado sus l & iacute;neas de investigaci & oacute;n y trayectorias profesionales en alfabetizaci & oacute;n y educaci & oacute;n.
Inspired by Luis Moll's work, we - teacher-educators/educational researchers from The Netherlands and New Zealand - have been searching for ways to collaborate with teachers with the aim of helping them appreciate and use minoritized students' Funds of Knowledge/Identity (FK/FKI) to support teaching and learning and enhance inclusivity in schooling. We also wanted to study the processes and outcomes of these collaborations. Our starting premise was that any work based on the FK concept requires inclusive methodology that respects the FK/FKI of all participants. Building on teacher-researcher study groups from Luis Moll's original approach, we have been experimenting with teacher professional development (TPD) in which teachers are involved in research into their own practices. In our contribution to this Special Issue, we reflect on how we worked with teachers' professional FK in projects in primary and secondary education. Inspir & aacute;ndonos en el trabajo de Luis Moll, nosotras - formadoras de docentes e investigadoras educativas de los Pa & iacute;ses Bajos y Nueva Zelanda - hemos estado buscando maneras de colaborar con los docentes con el objetivo de ayudarlos a valorar y utilizar los Fondos de Conocimiento/Iidentidad (FC/FI) de los estudiantes minorizados como pilares de la ense & ntilde;anza y el aprendizaje y a mejorar la inclusi & oacute;n en la escolarizaci & oacute;n. Tambi & eacute;n quer & iacute;amos analizar los procesos y resultados de estas colaboraciones. Nuestra premisa inicial fue que cualquier trabajo basado en el concepto de los FC exige una metodolog & iacute;a inclusiva que respete los FC y FI de todos los participantes. Partiendo de los grupos de estudio de docentes-investigadores del enfoque original de Luis Moll, hemos estado experimentando con el desarrollo profesional docente (DPD) en el que los participantes est & aacute;n implicados en la investigaci & oacute;n de sus propias pr & aacute;cticas. En nuestra contribuci & oacute;n a este n & uacute;mero monogr & aacute;fico, reflexionamos sobre c & oacute;mo trabajamos con los FC de la profesi & oacute;n docente en proyectos en educaci & oacute;n primaria y secundaria.
This reflective and scholarly piece explores how hula embodies and activates Indigenous knowledge systems, serving as a vital site of resistance, resilience, cultural reclamation, language revitalization and education. The author traces her evolving engagement with the concept of Funds of Knowledge, first introduced during her university studies and later expanded and applied in educational settings focused on Indigenous language revitalization. This journey is further deepened through her participation in a roundtable discussion on dance ethnography, where hula emerged not just as a performative art but as a form of education that transmits generational knowledge, values and identity through an embodied practice. Centring Hawai'i, the article highlights the centrality of ancestral and Indigenous knowledge in hula, illustrating how the cultural tradition and practice function as a vital vehicle for transmitting the Hawaiian language and reclaiming cultural identity. Through this lens, hula is examined as both a powerful pedagogical tool and a generative source of knowledge, essential to the documentation, preservation and revitalization of traditional practices, particularly in the context of historical colonization and ongoing occupation. En este art & iacute;culo acad & eacute;mico reflexivo se explora la activaci & oacute;n y corporizaci & oacute;n de los sistemas de conocimiento ind & iacute;genas en el hula, que act & uacute;a como espacio vital de resistencia, resiliencia, recuperaci & oacute;n cultural, revitalizaci & oacute;n ling & uuml;& iacute;stica y educaci & oacute;n. La autora delinea su compromiso en desarrollo con el concepto de Fondos de Conocimiento, que conoci & oacute; durante sus estudios universitarios y ampli & oacute; posteriormente aplic & aacute;ndolo en contextos educativos centrados en la revitalizaci & oacute;n de las lenguas ind & iacute;genas. Profundiz & oacute; en esta trayectoria con su participaci & oacute;n en una mesa redonda sobre la etnograf & iacute;a de la danza, en la que el hula emergi & oacute; no solo como un arte performativo sino como una modalidad educativa que transmite los conocimientos, valores y la identidad generacional a trav & eacute;s de una pr & aacute;ctica corporizada. Centrado en Haw & aacute;i, este art & iacute;culo pone de relieve la centralidad del conocimiento ind & iacute;gena ancestral en el hula, ilustrando la funci & oacute;n de la tradici & oacute;n y las pr & aacute;cticas culturales como veh & iacute;culo esencial para transmitir la lengua hawaiana y reivindicar la identidad cultural. A trav & eacute;s de esta lente, se analiza el hula como una herramienta potente y fuente generativa de conocimiento, esencial para la documentaci & oacute;n, preservaci & oacute;n y revitalizaci & oacute;n de pr & aacute;cticas tradicionales, especialmente en el contexto de la colonizaci & oacute;n hist & oacute;rica y la ocupaci & oacute;n actual.
This paper provides a personal account of how my involvement in the Funds of Knowledge for Teaching (FKT) project led to opening a currently very vibrant field of research that applies the Funds of Knowledge concept to mathematics education. Following up on my interest in cultural aspects in mathematics education, I wandered the hallways of BARA (Bureau of Applied Research in Anthropology) one day in the early nineties. Lucky me, that day the study group for FKT was meeting. As they say, the rest is history. I will draw on the many projects I have had since then to illustrate how we applied the concept of Funds of Knowledge to the teaching and learning of mathematics. In particular, I elaborate on how I extended the concept to develop a research program centered on parental engagement in mathematics in minoritized communities. Throughout the paper, I will intersperse my memories of meetings with Luis Moll over the years. Este art & iacute;culo presenta un relato personal de c & oacute;mo mi participaci & oacute;n en el proyecto Fondos de Conocimiento para la Ense & ntilde;anza (Funds of Knowledge for Teaching, FKT) fue la chispa que dio comienzo a un campo de investigaci & oacute;n hoy en d & iacute;a muy din & aacute;mico que aplica el concepto de los Fondos de Conocimiento a la educaci & oacute;n matem & aacute;tica. Motivada por mi inter & eacute;s en los aspectos culturales de la educaci & oacute;n matem & aacute;tica, un d & iacute;a de principios de los a & ntilde;os 90 deambulaba por los pasillos de BARA, la Oficina de Investigaci & oacute;n en Antropolog & iacute;a Aplicada. Tuve la gran suerte que ese d & iacute;a estaba reunido el grupo de estudio FKT. Como dicen, el resto es historia. Me basar & eacute; en los muchos proyectos que he tenido desde entonces para ilustrar c & oacute;mo aplicamos el concepto de los Fondos de Conocimiento a la ense & ntilde;anza y el aprendizaje de las matem & aacute;ticas. En particular, detallar & eacute; c & oacute;mo ampli & eacute; el concepto para desarrollar un programa de investigaci & oacute;n centrado en la participaci & oacute;n de los padres en las matem & aacute;ticas en comunidades minoritarias. En este art & iacute;culo, ir & eacute; intercalando mis recuerdos de encuentros con Luis Moll a lo largo de los a & ntilde;os.
In 2018, we launched an educational experience based on the Funds of Knowledge (FK) approach in a public school in Barcelona. In contrast to the dominant ways of learning and teaching in Catalonia's schools, we launched the FK as both a political and educational strategy within the Shere Rom framework of school-university collaboration. In this manuscript, we analyse the project from a historical perspective, focusing on the sustainability of the study group as a community of practice and its relevance through a critical sociocultural lens. We spoke with two of the teachers involved over the years and identified elements that enable us to assess how the initiative helps to create new ways of thinking, designing educational practices and interacting among families, teachers and researchers. Our analysis suggests that the sustainability of the project is partly based on teacher engagement, collective learning and university support. The study group is now facing methodological challenges and a reflection on future transformations. En 2018 iniciamos una experiencia educativa basada en la aproximaci & oacute;n de los Fondos de Conocimiento (FC) en una escuela p & uacute;blica de Barcelona. Frente a las formas dominantes de aprender y ense & ntilde;ar en las escuelas de Catalunya, pusimos en marcha los FC como estrategia pol & iacute;tica y educativa en el marco de la colaboraci & oacute;n escuela-universidad Shere Rom. En este manuscrito analizamos el proyecto desde una visi & oacute;n hist & oacute;rica, enfoc & aacute;ndonos en la sostenibilidad del grupo de estudio como comunidad de pr & aacute;ctica y su relevancia desde una aproximaci & oacute;n sociocultural cr & iacute;tica. Conversamos con dos de las maestras implicadas en estos a & ntilde;os e identificamos elementos que nos permiten evaluar c & oacute;mo esta iniciativa contribuye a encaminarnos hacia formas cr & iacute;ticas de pensar y dise & ntilde;ar pr & aacute;cticas educativas y de relaci & oacute;n entre familias, maestras e investigadoras. Nuestro an & aacute;lisis nos sugiere que la sostenibilidad del proyecto se mantiene, en parte, por la apropiaci & oacute;n docente, el aprendizaje colectivo y el acompa & ntilde;amiento universitario. Nos enfrentamos a retos metodol & oacute;gicos, y reflexionamos sobre transformaciones futuras del grupo de estudio.
Anyone who has used the Funds of Knowledge (FK) approach in their research work is familiar with the person who defined it. It has been several decades since Professor Luis Moll and Professor Norma Gonz & aacute;lez launched the hugely successful 'Community Literacy Project', which has since been widely replicated and recognized internationally. While this is his best-known line of research, his work has had a much wider impact on the social sciences. This article highlights Dr Moll's contributions to educational research, based on his interdisciplinary collaboration with anthropology as a discipline from which to analyse household practices on the US-Mexico border. Our aim is to recognize his political facet as a socially committed researcher who underscored, on the one hand, the need for recognition of the FK of border families and, on the other, the injustice of educational policies and the evident structural inequality across schools in the state of Arizona. Para todos aquellos que hemos utilizado el enfoque de los Fondos de Conocimiento (FC) en nuestra labor investigadora, es sobradamente conocida la figura de quien los defini & oacute;. Han transcurrido ya varias d & eacute;cadas desde que el profesor Luis Moll y la profesora Norma Gonz & aacute;lez pusieron en marcha el 'Community Literacy Project', comprobando la eficacia de este modelo, cuyo & eacute;xito le permiti & oacute; ser ampliamente replicado y reconocido a nivel internacional. Si bien se trata de la l & iacute;nea de investigaci & oacute;n m & aacute;s reconocida del profesor Moll, es menester reconocer que su trabajo tuvo un impacto mucho m & aacute;s amplio en el & aacute;mbito de las ciencias sociales. El presente art & iacute;culo se centra en destacar los aportes del Dr Moll en la investigaci & oacute;n educativa, teniendo como eje central su colaboraci & oacute;n interdisciplinar con la antropolog & iacute;a como ciencia desde la cual analizar y comprender las pr & aacute;cticas de los hogares en la frontera M & eacute;xico-Estados Unidos. Nuestro objetivo pasa por reconocer su faceta pol & iacute;tica, desarrollada a trav & eacute;s de una investigaci & oacute;n comprometida socialmente, que evidenci & oacute;, por un lado, la necesidad de reconocimiento de los FC de las familias transfronterizas, y por otro, la injusticia de las pol & iacute;ticas educativas y la flagrante desigualdad estructural en los centros escolares del estado de Arizona.
Amid rising authoritarianism and democratic backsliding in the United States, this article reexamines Luis Moll's Funds of Knowledge framework as a democratic intervention, not merely a pedagogical one. Drawing from a multi-year project involving white educators working with Northern Arapaho students on the Wind River Reservation, it explores how schools, often structured by epistemological authoritarianism, marginalize community knowledge and reinforce deficit models. While the project aimed to centre families' lived experiences, it also encountered some institutional challenges and indications of persistent top-down norms. This article argues that while Funds of Knowledge affirms pluralism, equity and civic agency, its democratic potential may be limited by entrenched educational structures. The framework's radical promise lies not in curriculum reform alone but in the everyday relational practices of listening, humility and shared authority. Reclaiming democracy through education requires not only new pedagogies but new institutional logics - ones that honour community knowledge and disrupt systems of exclusion. Ante el creciente autoritarismo y retroceso democr & aacute;tico en Estados Unidos, este art & iacute;culo reexamina el marco de los Fondos de Conocimiento de Luis Moll como una intervenci & oacute;n democr & aacute;tica y no meramente pedag & oacute;gica. A partir de un proyecto plurianual en el que participaron educadores blancos que trabajaron con estudiantes Northern Arapaho en la reserva Wind River, explora c & oacute;mo las escuelas, a menudo estructuradas por un autoritarismo epistemol & oacute;gico, marginan el conocimiento de la comunidad y refuerzan los modelos deficitarios. Si bien el foco del proyecto se situaba sobre las experiencias vividas de las familias, tambi & eacute;n choc & oacute; con obst & aacute;culos institucionales y con inamovibles normas impuestas de arriba-abajo. En este art & iacute;culo se sostiene que, si bien los Fondos de Conocimiento validan el pluralismo, la equidad y la agencialidad c & iacute;vica, el atrincheramiento de las estructuras educativas puede limitar su potencial democr & aacute;tico. La radical promesa de este enfoque no reside & uacute;nicamente en la reforma curricular, sino en las pr & aacute;cticas relacionales cotidianas de escucha, humildad y autoridad compartida. La reapropiaci & oacute;n de la democracia a trav & eacute;s de la educaci & oacute;n requiere no solo de pedagog & iacute;as nuevas, sino tambi & eacute;n de innovadoras l & oacute;gicas institucionales que honren el conocimiento comunitario y subviertan los sistemas de exclusi & oacute;n.
This article shares how the Engaged Arts and Humanities scholars (EAH) program and participants work to develop equity-oriented zones of collaboration that allow for Funds of Knowledge (FK) to circulate and support activity inclusive of participants' expertise, lived experience, cares and interests. First, we discuss how the EAH program is iteratively designed to aprovechar (to take advantage of or to make use of) participants' FK for shared learning, action and reflection on community-engaged scholarship projects, and pay homage to the influence Luis Moll and Norma Gonz & aacute;lez had on author Schwartz as their student. Subsequently, we share how four EAH scholars worked to distribute power and aprovechar FK in their partnerships with narratives developed through reflective questions attending to power relations in their projects. The focus of the narratives is not on specific FK but rather on how equity-oriented zones of collaboration were developed to position the FK of the participants - from the EAH scholars to the teachers and students they worked with in K-12 settings - as valuable resources for meaning-making. En este art & iacute;culo se expone la labor del programa Acad & eacute;micos de Artes y Humanidades Comprometidos (Engaged Arts and Humanities scholars, EAH) y de sus participantes en el desarrollo de zonas igualitarias de colaboraci & oacute;n, que permite que, mediante el uso de los fondos de conocimiento (FC), se creen actividades que acojan los conocimientos especializados, las vivencias, las preocupaciones y los intereses de estos participantes. En primer lugar, analizamos c & oacute;mo el programa EAH est & aacute; dise & ntilde;ado de forma iterativa para aprovechar los FC de los participantes y fomentar el aprendizaje compartido, la acci & oacute;n y la reflexi & oacute;n sobre proyectos acad & eacute;micos de compromiso comunitario, y rendimos homenaje a la influencia que Luis Moll y Norma Gonz & aacute;lez ejercieron sobre la autora Schwartz en su & eacute;poca como estudiante. A continuaci & oacute;n, compartimos el trabajo colaborativo de cuatro investigadoras en formaci & oacute;n del programa EAH sobre la redistribuci & oacute;n del poder y el aprovechamiento de los FC, a trav & eacute;s de relatos que cada uno de ellas ha redactado como respuesta a una serie de preguntas reflexivas sobre el papel de las relaciones de poder en sus proyectos. Los relatos no se centran en FC concretos, sino en c & oacute;mo desarrollaron zonas igualitarias de colaboraci & oacute;n haciendo uso de los FC de los participantes - desde las investigadoras en formaci & oacute;n del EAH hasta los profesores y alumnos con los que trabajaron en entornos de educaci & oacute;n primaria y secundaria - como recursos valiosos para la creaci & oacute;n de significado.
After a short biography in which he points out his initial encounter with cultural stereotypes as a Puerto Rican immigrant in the US (which he describes as a 'false model'), the author remembers his first works as an educational researcher, characterized by the need to account for diversity and cultural differences in a much more nuanced way than was customary at the time. This need led him to the work of Michael Cole and, through him, to the writings of Vygotsky and Luria. The author then summarizes some of Vygotsky's main ideas, especially the concept of mediation, and the impact of cultural-historical psychology's methods and theories in educational and psychological research, particularly the need to move away from the normative model present in the aforementioned stereotypical conception of 'culture'. By describing his research on bilingual literacy in Mexican families from Tucson, Arizona, the author presents the concept of funds of knowledge, which combines ethnographic methodology with Vygotsky's educational and psychological theories. Tras una breve biograf & iacute;a en la que destaca su primer encuentro con los estereotipos culturales como inmigrante puertorrique & ntilde;o en los Estados Unidos (que describe como un 'modelo falso'), el autor recuerda sus primeros trabajos como investigador educativo, caracterizados por la necesidad de tener en cuenta la diversidad y las diferencias culturales de una manera mucho m & aacute;s matizada de lo que era habitual en aquella & eacute;poca. Esta necesidad le llev & oacute; a conocer la obra de Michael Cole y, a trav & eacute;s de & eacute;l, los escritos de Vygotsky y Luria. A continuaci & oacute;n, el autor resume algunas de las ideas principales de Vygotsky, en particular el concepto de mediaci & oacute;n, y el impacto de los m & eacute;todos y teor & iacute;as de la psicolog & iacute;a hist & oacute;rico-cultural en la investigaci & oacute;n educativa y psicol & oacute;gica, en particular la necesidad de alejarse del modelo normativo presente en la mencionada concepci & oacute;n estereotipada de la 'cultura'. Mediante la descripci & oacute;n de su investigaci & oacute;n sobre la alfabetizaci & oacute;n biling & uuml;e en familias mexicanas de Tucson, Arizona, el autor presenta el concepto de fondos de conocimiento, que combina la metodolog & iacute;a etnogr & aacute;fica con las teor & iacute;as educativas y psicol & oacute;gicas de Vygotsky.
The conception, design and implementation of linguistic and cultural policies is closely tied, among others, to ideologies and their rationalizations. Cultural and linguistic colonial impositions are historically reviewed and analysed in relation to their subsequent impact on linguistic policies and educational models, particularly those directed at bilingual populations (migrant or not). Cultural erasure and fracture of the sense of self, and the resistance against these, are examined under the light of English-only or English-immersion educational policies, and the underlying eugenic ideologies. Bilingual education approaches are described not only as a response to the anti-immigrant and English-only policies previously presented but as a scientifically proven, potent developmental resource that draws on the cultural architecture of bilingual communities. Then, the framework of the Funds of Knowledge approach is integrated as a necessary and sufficient condition in order to counter class-based behavioural expectations of dual-language classes. This integration provides a stable, class-free social platform upon which rest equal language processes for especially ethnic-dominant contexts. Thus, an education with significance and possibilities for child development emerge, teacher bias reduced and learning enhanced. Lastly, the author describes his initial meetings and long-standing intellectual relationship with Luis C. Moll, with whom jointly rests their eventual construction of the application of multiple versions of the 'Funds of Knowledge' methodology. La concepci & oacute;n, el dise & ntilde;o y la implementaci & oacute;n de pol & iacute;ticas ling & uuml;& iacute;sticas y culturales est & aacute;n estrechamente vinculados, entre otras cosas, a las ideolog & iacute;as y sus racionalizaciones. Las imposiciones coloniales culturales y ling & uuml;& iacute;sticas se revisan y analizan hist & oacute;ricamente en relaci & oacute;n con su impacto posterior en las pol & iacute;ticas ling & uuml;& iacute;sticas y los modelos educativos, en particular los dirigidos a poblaciones biling & uuml;es (migrantes o no). El borrado cultural y el fraccionamiento del sentido de identidad, as & iacute; como la resistencia ante ellos, se examinan a la luz de las pol & iacute;ticas educativas del 'solo ingl & eacute;s' o la inmersi & oacute;n en ingl & eacute;s, y las ideolog & iacute;as eugen & eacute;sicas subyacentes. Los enfoques de la educaci & oacute;n biling & uuml;e se describen no solo como una respuesta a las pol & iacute;ticas antiinmigrantes y de 'solo ingl & eacute;s' presentadas anteriormente, sino como recursos robustos y cient & iacute;ficamente probados para el desarrollo, que se nutren de la arquitectura cultural de las comunidades biling & uuml;es. A continuaci & oacute;n, el enfoque de los Fondos de Conocimiento se presenta como condici & oacute;n necesaria y suficiente para contrarrestar las expectativas conductuales bajo la influencia de clase social en las aulas de inmersi & oacute;n biling & uuml;e. La integraci & oacute;n de este enfoque aporta una plataforma social estable y libre de la influencia de clase sobre la que se pueden construir procesos ling & uuml;& iacute;sticos igualitarios, especialmente en contextos & eacute;tnicos dominantes. De este modo, surge una educaci & oacute;n con significado y posibilidades para el desarrollo infantil, se reduce el sesgo de los profesores y se mejora el aprendizaje. Por & uacute;ltimo, el autor describe sus primeros encuentros y su larga relaci & oacute;n intelectual con Luis C. Moll, con quien desarroll & oacute; conjuntamente la aplicaci & oacute;n de las m & uacute;ltiples versiones de la metodolog & iacute;a 'Fondos de Conocimiento'.
