Main researcher:
Esteban-Guitart, Moisès
Researchers:
López-Ros, Victor; Palma, Montse; Llopart, Mariona; Waddington, Julie; Subero, David; Jornet, Alfredo; Font, Raquel; Membrive, Antonio; Mercedes, Eliana; Largo, Mariana; Boned, Paula; González, Irene; Baig, Marc; Lázaro, Laura.
Main research lines:
- Family, school and community relationships (funds of knowledge and identity approach; 360 Education).
- Analysis, design and development of educational practices based on personalized learning.
- Psychosocial process and identity construction in social and cultural diversity settings.
- Multilingual competence and intercultural education.
- Identification and analysis of learning trajectories and meaningful learning experiences.
- Analysis of teaching and learning process in physical education and sports.
- Sustainability, education and social change.
Projects under progress:
Title: Female Sport Coaching Training Programme FEMcoach
Funding agency: Unió Europea (ERASMUS+ EAC/A10/2022)
Main researcher: Dr. Víctor López-Ros
Start: 2024 End: 2026
Title: Widespread School: Innovating Teaching Approaches Outside the Classroom.
Funding agency: Unió Europea (ERASMUS+ EAC/A10/2022)
Main Researcher: Dr. Moisès Esteban-Guitart
Start: 2023 End: 2026
Title: Acompanya’m: Programa d’Orientació per a l’Èxit Educatiu
Funding agency: Generalitat de Catalunya
Main researcher: Dr. Moisès Esteban-Guitart
Start: 2023 End: 2026
Title: Community Funds of Knowledge and Identity. Articulating Education and Social Agents across Settings and Time (Comm4learning)
Funding agency: Ministerio de Ciencia e Innovación, European Union, Agencia Estatal de Investigación
Main researcher: Dr. Moisès Esteban-Guitart
Start: 2022 End: 2025
Title: Platforming families – tracing digital transformations in everyday life across generations
Funding agency:European Union
Main researcher:Dr. Ola Erstad (coordinador general), Dr. Moisès Esteban-Guitart.
Start: 2022 End: 2025
Selected publications (last 5 years):
Books and chapters
Esteban-Guitart, M. (Ed.) (2024). Funds of knowledge and identity pedagogies for social justice. International perspectives and praxis from communities, classrooms and curriculum. Routledge.
Esteban-Guitart, M. (2023). The multi-method autobiographical approach and its contribution to the Funds of identity theory. In Ed. C. Damsa, A. Rajalla, G. Ritella i J. Brower, Re-theorizing learning and research methods in learning research. Routledge.
Esteban-Guitart, M. (2022). Fondos comunitarios de conocimiento e identidad. La articulación de tiempos, espacios y agentes educativos. En C. Magro (Ed.), Darnos aire. Repensando la educación desde los laboratorios ciudadanos (pp. 194-207). MediaLabPrado.
Esteban-Guitart, M. (2021). Reptes I desafiaments de l’educació al segle XXI després de la COVID-19. Dins VV.AA., Observatori de l’educació local (pp. 16-23). Diputació de Barcelona.
Esteban-Guitart, M. (2021). L’articulació d’espais i temps educatius: Les trajectories personals d’aprenentatge com a focus de l’acció educativa. Dins de C. Coll I B. Albaigés (dirs.), Anuari 2020. L’estat de l’educació a Catalunya. Fundació Bofill.
Subero, D. & Esteban-Guitart, M. (2021). Understanding and developing Vygotsky’s legacy through the work of González Rey. In D. M. Goulart, A. Mitjáns i M. Adams (Eds.), Theory of Subjectivity from a Cultural-Historical Standpoint (pp. 105-117). Springer.
Waddington, J. (2021). Assessment for learning, learning for all: A case study in the foreign language classroom. In J. Rokita-Jaskow & A. Wolanin (Eds.), Facing Diversity in Child Foreign Language Education (pp. 157-178). Springer.
Waddington, J. (2021). Motivation in practice. In H. Mohebbi i C. Coombe (Eds.), Research questions in language education and applied linguistics. Springer.
Papers
Boned, P., Iglesias, E., Sierralta, A. & Esteban-Guitart, M. (2024). Building a socio-educational ecosystem from the community funds of knowledge and identity approach. An illustrative example in Catalonia, Spain. Acta Psychologica, 249, 1-9.
Esteban-Guitart, M. & Gee, J. (2024). Learning as life project(s). Learning: Research and Practice, 10, 93-102.
Esteban-Guitart, M., Lalueza, J. L. y Sánchez, J. S. (2024). Pedagogías para la inclusión educativa y la justicia social desde una perspectiva sociocultural. Revista CS, 44, 1-7.
Waddington, J. & Esteban-Guitart, M (2024). Funds of knowledge and identity in language learning and teaching. Innovation in Language Learning and Teaching, 18, 201-207.
Alvarez, A., Teeters, L. P., Penuel, W. & Esteban-Guitart, M. (2023). Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings. Learning, Culture and Social Interaction, 40, 1-14.
Baig, M., Boned, P., González-Ceballos, I. y Esteban-Guitart, M. (2023). Artefactos identitarios multimodales 2.0 como mecanismos de personalización del aprendizaje en educación superior. Un estudio cualitativo. RIED. Revista Iberoamericana de Educación a Distancia, 26, 27-44.
Esteban-Guitart, M., Iglesias, E., Serra, J. M. & Subero, D. (2023). Community funds of knowledge and identity: A mesogenetic approach to education. Anthropology & Education Quarterly, 54, 307-317.
Esteban-Guitart, M. (2023). Invisible funds of identity in urban contexts. Urban Education, 58, 1449-1469.
Rajala, A., Cole, M. & Esteban-Guitart, M: (2023). Utopian methodology: Researching educational interventions to promote equity over multiple timescales. Journal of the Learning Sciences, 32, 110-136.
Esteban-Guitart, M., Iglesias, E., Lalueza, J. L., y Palma, M. (2022). Lo común y lo público en las prácticas de enseñanza desde la perspectiva de los fondos comunitarios de conocimiento e identidad. Revista de Educación, 395, 237-262.
Machancoses, M., Siqués, C. y Esteban-Guitart, M. (2022). La participación de las familias en el context escolar. Un estudio cualitativo. Psicoperspectivas, 21, 1-12.
Waddington, J., Bannikova, D. (2022). Children’s and teachers’ views on digital games in the EFL classroom. ELT Journal, 76, 44-57.
Waddington, J. (2022). Rethinking the ideal native speaker in early childhood education. Langauge, Culture and Curriculum, 35, 1-17.
Waddington, J. (2022). We are people, you know: childrens’ views on the use of video recordings in the EFL class. Cambridge Journal of Education, 52, 495-517.
Esteban-Guitart, M. (2021). Advancing the funds of identity theory. A critical and unfinished dialogue. Mind, Culture and Activity, 28, 169-179.
González-Patiño, J. y Esteban-Guitart, M. (2021). La transformación hacia experiencias expandidas en educación superior: curso #UAMskills de identidad digital. RED: Revista de Educación a Distancia, 21(65), 1-24.
González-Ceballos, I., Palma, M., Serra, J. M. & Esteban-Guitart, M. (2021). Meaningful learning experiences in everyday life during pandemics. A qualitative study. Frontiers in Psychology, 12, 1-15.
Ordoñez, D., Siqués, C. & Esteban-Guitart, M. (2021). The best way to learn language is by not doing language. Incorporating funds of identity for learning Spanish in a shared education unit. International Journal of Bilingual Education and Bilingualism, 24, 1259-1270.
