Research group on culture and education, GRICE · UdG

Main researchers:
Esteban-Guitart, Moisès; Vila, Ignasi

Researchers:

Serra, Josep Maria; Siqués, Carina; López-Ros, Victor; Llopart, Mariona; Lázaro, Laura; Subero, David; Waddington, Julie

Main lines of research:

  • Assessment of linguistic knowledge of students of foreigner origin and the development of multilingual competence
  • Analysis of educational practices in high linguistic diversity
  • Analysis of continuities / discontinuities between family and school and soicio-cultural variables
  • Analysis, design and development of social intervention programs for educational contextualization.
  • Psychological processes and identity construction.
  • Analysis of learning pathways and learning experiences in and out of school.
  • Analysis of teaching and learning process in physical education and sport.

Projects in progress:

Title: Inclusion and learning improvement through educational contextualization. Advancing the funds of knowledge and identity approach
Funding agency: Projectos I+D+I. Programa estatal de investigació, desenvolupament i innovació orientada als reptes de la societat. Ministerio de Economía, Industria y Competitividad, Agencia Estatal de Investigación, European Regional Development Funds (European Union)
Main researcher: Dr. Moisès Esteban-Guitart
Start: 2018 End: 2021

Title: Perzonalization and contextualization through students’ funds of identity.
Funding agency: Universitat de Girona.
Main researcher: Dr. Moisès Esteban-Guitart
Start: 2017 End: 2018

Title: Real Practical Situations in Practicum: New methodological issues in teaching training.
Funding agency: AGAUR, Generalitat de Catalunya.
Main researcher: Dr. Josep Maria Serra Bonet
Start: 2016 End: 2018

Selected publications (last five years):

Books

Esteban-Guitart, M. y Vila, I. (2017). Familia, escuela y comunidad en las sociedades del siglo XXI. Barcelona: Horsori.

Esteban-Guitart, M. (2016). Funds of identity. Connecting meaningful learning experiences in and out of school. New York: Cambridge University Press.

Siguan, M. i Vila, I. (2014). Multilingüisme i educación. Barcelona: UOC.

Book chapters

Esteban-Guitart, M. (2015). Bruner’s narrative turn: The impact of cultural psychology in Catalonia. In P. Marsico (Ed.), Jerome S. Bruner beyond 100. Cultivating possibilities (pp. 107-112). New York: Springer.

Esteban-Guitart, M. (2014). Funds of Identity. En T. Teo (Ed.), Encyclopedia of Critical Psychology (pp. 752-757). New York: Springer.

Papers

Llopart, M. & Esteban-Guitart, M. (2018). Funds of knowledge in 21st century societies: Inclusive educational practices for under-represented students. A literatura review. Journal of Curriculum Studies, 50, 145-161.

Llobet-Martí, B., López-Ros, V., & Vila, I. (2018). The analysis of interactivity in a teaching and learning sequence of rugby: The transfer of control and learning responsibility. Physical Education and Sport Pedagogy, 23, 84-102.

Subero, D., Llopart, M., Siqués, C., & Esteban-Guitart, M. (2018). The mediation of teaching and learning process through identity artefacts. A Vygotskian perspective. Oxford Review of Education, 44, 156-170.

Subero, D., Vujasinovic, E., & Esteban-Guitart, M. (2017). Mobilising funds of identity in and out of school. Cambridge Journal of Education, 47, 247-263.

Esteban-Guitart, M., Monreal-Bosch, P., Perera, S., & Bastiani, J. (2017). Schooling and identity: A qualitative analysis of self-portrait drawings of Young indigenous people from Chiapas. Frontiers in Psychology, 7, 1-12.

Esteban-Guitart, M., Serra, J. M., & Vila, I. (2017). Informationalism and informalization of learning in 21 st century: A qualitative study on meaningful learning experiences. Social and Education History, 6, 1-25.

Llopart, M. & Esteban-Guitart, M. (2017). Strategies and resources for contextualizing the curriculum base don the funds of knowledge approach: A literatura review. Australian Educational Researcher, 44(3), 255-274.

Esteban-Guitart, M. y Llopart, M. (2016). La inclusión educativa a través de la aproximación de los fondos de conocimiento e identidad. Revista de Educación Inclusiva, 9, 145-157.

Llobet, B., López-Ros, V., Barrera-Gómez, J., & Comino, J. (2016). Assessing novices’ game performance in rugby union: The Rugby Attack Assessment Instrument. Journal of Teaching in Physical Education, 35, 181-186.

Jovés, P., Siqués, C., & Esteban-Guitart, M. (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.

Esteban-Guitart, M., Borke, J., & Monreal-Bosch, P. (2015). Ecocultural effects on self concept. A study with young indigenous people from different sociodemographic contexts. International Journal of Psychology, 50, 319-324.

Esteban-Guitart, M., Viladot, M. A., & Giles, H. (2015). Perceived institutional support among young indigenous and mestizos from Chiapas (México). A group vitality approach. Journal of Multilingual and Multicultural Development, 36, 124-135.

Coelho, E., Oller, J. y Serra, J.M. (2015). Una propuesta de adaptación del Marco Europeo para los ESL. Bellaterra Journal of Teaching & Learning Language & Literature, 8, 10-27.

Latinjak, A., López-Ros, V., & Font-Lladó, R. (2015). A descriptive study of emotion concepts using dimensional models of core affect. Estudios de Psicologia, 36(2), 413-450.

Esteban-Guitart, M. (2014). Macro culture in mind. Linking culture, policy and psychological functioning. Mind, Culture and Activity, 21, 79-82.

Esteban-Guitart, M. & Moll, L. (2014). Funds of identity. A new concept based on funds of knowledge approach. Culture & Psychology, 20, 31-48.

Esteban-Guitart, M. & Moll, L. (2014). Lived experience, funds of identity and education. Culture & Psychology, 20, 70-81.

Latinjak, A., Zourbanos, N., & López-Ros, V. (2014). Goal-directed and undirected self-talk: exploring a new perspective for the study of athletes’ self-talk. Psychology of Sport and Exercise, 15, 548-558.

Latinjak, A., López-Ros, V. y Font-Lladó, R. (2014). Las emociones en el deporte: Conceptos empleados en un modelo tridimensional. Revista de Psicología del Deporte, 23, 1-8.

Rovira, G., López-Ros, V., Lagardera, F., Lavega, P. y March, J. (2014). Un viaje de exploración interior: emociones y estado de ánimo en la prácitca motriz introyectiva. Educatio Siglo XXI, 32, 105-126.

Selected papers given at congresses and seminars (last five years):

Esteban-Guitart, M. (2017, septiembre). La condición humana desde la psicología cultural. Ponencia invitada Congreso Internacional Presente y Futuro de las Humanidades, Universidad de San Buenaventura. Bogotá, Colombia.

Esteban-Guitart, M., Engel, A., Siqués, C., Rochera, M. J., Llopart, M., Oller, J., & Coll, C. (2016, june). Examining learning experiences in and out of school: The Bridging Learning Project. Paper presented at Conference Cultural-Historical Activity and Sociocultural Research at Times of the Contemporary Crisis:  Implications for Education and Human Development, University of Crete. Rethymno, Grecia.

Llopart, M. y Esteban-Guitart, M. (2016, junio). Estrategias y recursos para contextualizar el currículum basadas en la aproximación de los fondos de conocimiento. Una revisión de la literatura. Comunicación presentada en el Congreso Internacional de Psicología y Educación.  Alicante, España.

Lázaro, L., Waddington, J., Siqués, C. i Esteban-Guitart, M. (2015, juliol). Com avaluar l’aprendre a aprendre? Una proposta des de la noció d’identitat d’aprenent. Comunicació presentada a l’UNIVEST2015. Girona, España.

Comino, J., López-Ros, V. y Llobet, B. (2015, julio). Diseño de un instrumento de evaluación del equilibrio dinámico en educación física escolar. Resultados preliminares. Comunicación presentada en Fourth Multidisciplinary International Congress of Educational Research. València, España.

López-Ros, V. (2014, octobre). L’approche intégré technique-tactique Dans l’enseignement des Sports collectifs. Ponencia invitada Séminaire International René Delaplace. Atualité des conceptions delaplaciennes pour l’enseignement, l’animation, l’entrenaiment en rugby. Bourdeaux, France.

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