Creating space for agency: a conceptual framework to understand and study adolescents’ school engagement from a Funds of Identity perspective

Abstract

A conceptual framework is presented to understand and study the role of students' agency in their school (dis-)engagement from a Funds of Identity (FoI) perspective. The framework includes the notion of agency combined with Funds of Learner Identity (FoLI): learning preferences that can be considered part of people's Funds of Identity. The framework holds that students manifest agency to negotiate engaging learning experiences when the school's affordances and constraints are considerably relatable to their FoLI and allow them to define themselves in desired ways. However, adolescents who feel that possibilities to engage their FoLI are rather limited in school are expected to turn to other contexts to learn, such as home, peer groups and workplaces. An exemplary case study is presented to illustrate the framework and implications are discussed.

Artefactos identitarios multimodales 2.0 como mecanismo de personalización del aprendizaje en educación superior. Un estudio cualitativo

“…Distintas investigaciones han documentado beneficios de la utilización de artefactos identitarios multimodales en procesos de enseñanza y aprendizaje. En particular, se han identificado mejoras, tanto en el dominio personal como social, como son el rendimiento e implicación escolar, la autoconfianza, actitudes positivas hacia el aprendizaje y la escuela, habilidades de colaboración, bienestar general en el aula, relaciones más positivas entre el alumnado y con el personal docente (Hogg y Volman, 2020;Verhoeven et al, 2021;Volman y Gilde, 2021). En particular, en un estudio previo, destacábamos aprendizajes de tipo académico-conceptual, procedimental y personal-identitario derivados de una práctica educativa mediada digitalmente a través de la creación de artefactos identitarios que sirve de antecedente al estudio presentado en este artículo (Esteban-Guitart et al, 2020).…”

A conceptual analysis of the Funds of Knowledge and Identity approach from an eco- functional perspective

“…Verhoeven et al (2021) have adapted these basic insights to come up with a new conceptual framework for investigating adolescents' school engagement which implements the mediation of the development of position speci c meaning structures due to individual living practice and experience.…”