This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, an... more This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners.
Underachievement by Māori and Pasifika students in New Zealand schools evidences the need for mor... more Underachievement by Māori and Pasifika students in New Zealand schools evidences the need for more effective teacher practices to support minoritized students‟ learning, in the interests of social justice. Learning about students' funds of knowledge (FoK) allows teachers to offer relevant learning experiences, achieving a fuller socio-constructivist approach to teaching and learning (González, Moll, & Amanti, 2005). This study explores the relevance of the FoK concept in the New Zealand context, and its application at high school level. For the purposes of this qualitative study, participants (n = 21) from a high school community were organized into five teams; three teams included a teacher, students, and their parents, and two included a teacher and students. Each team negotiated, implemented, and evaluated strategies for the teacher to learn about students' FoK. Findings highlight the dual layer of benefits arising from participation in collaborative teams and teacher i...
Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching
This chapter explores divergent views about plagiarism within the context of the internationaliza... more This chapter explores divergent views about plagiarism within the context of the internationalization of higher education and reports on a recent investigation of perceptions of plagiarism among Vietnamese and local doctoral students at a New Zealand university. Findings revealed that all the doctoral participants possessed substantial understanding of plagiarism, and their professional experiences as lecturers and tutors were a significant influence on their perspectives. While considering intentional plagiarism as a moral issue, a form of academic cheating, and a scholarly offence, they viewed unintentional plagiarism as a developmental and intercultural issue. Compared to their Vietnamese peers, New Zealand doctoral students had more academic publication experience and showed deeper awareness of scholarly impacts of plagiarism. The chapter concludes with recommendations that doctoral supervisors engage with individual students to learn about each one's background, understandi...
Two decades ago academics based at the University of Arizona brought the anthropological concept ... more Two decades ago academics based at the University of Arizona brought the anthropological concept of Funds of Knowledge into the educational realm, providing a new conceptual framework to counter deficit theorizing of Latino students and their families. The growing body of literature evidences the belief and hope of academics in the potential of Funds of Knowledge to advance social justice and facilitate long-awaited breakthroughs in multicultural education practice. This paper provides an overview and analysis of Funds of Knowledge literature, addressing two key questions: What is the current scope of settings for Funds of Knowledge research? What do writers mean when they talk about Funds of Knowledge? Findings of differences in definitions indicate their contested nature. The review recommends clear articulation by researchers of the definition employed. Key questions arising from studies are presented and implications for multicultural education practice and teacher education are discussed.
The New Zealand Annual Review of Education, Jul 1, 2021
This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, an... more This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners.
Despite increasing scholarly interest in tertiary student perceptions of plagiarism, very little ... more Despite increasing scholarly interest in tertiary student perceptions of plagiarism, very little is known about those held by postgraduate (PG) students, although differences between undergraduate (UG) and PG students relate to both their characteristics and the demands of their studies. Furthermore, there is a dearth of research within the context of international education, where managing plagiarism is seen as a major challenge. This paper reports on a recent online survey with 207 Vietnamese (n = 72) and local (n = 135) PG students at a New Zealand university regarding their perceptions of plagiarism. The findings showed significant differences both between and within the two groups. Perception variations arose from a range of influences and prior experiences, not just the culture in which the students were initially educated. Differences related to participants’ age, gender, academic levels, disciplines, and teaching experience. This study’s findings contribute knowledge about u...
i Acknowledgements ii Glossary ix Chapter 1: Identifying the Research Focus 1 1.1 Purpose of the ... more i Acknowledgements ii Glossary ix Chapter 1: Identifying the Research Focus 1 1.1 Purpose of the research 1 1.2 Rationale from the literature 1 1.2.1 Ethnic differences in schooling experience and outcomes 1 1.2.2 Paradigms relating to differences in schooling experiences and outcomes 3 1.2.3 Education for a multicultural society 3 1.2.4 Funds of knowledge (FoK) 4 1.2.5 Identification of the research gap 6 1.3 Personal relevance of the topic 7 1.4 The context of the study 10 1.4.1 National educational policies in NZ 10 1.4.2 Kereru High School 12 1.5 Structure of the thesis 14 Chapter 2: Literature Review 16 2.1 Background 16 2.2 Literature review methodology 17 2.3 Scope of FoK literature 18 2.4 Definitions of funds of knowledge 19 2.4.1 FoK: A contested term 19 2.4.2 Links with related concepts 22 2.5 Theoretical frameworks for funds of knowledge scholarship 25 2.6 Approaches to identify students‟ funds of knowledge 26 2.7 Valued outcomes arising when teachers learn about students...
This review illuminates the growing body of funds of identity (FoI) scholarship and explores its ... more This review illuminates the growing body of funds of identity (FoI) scholarship and explores its contribution to breaking down deficit thinking and enhancing the inclusivity and equity of education. FoI theory aims to complement the funds of knowledge conceptual framework that draws attention to knowledge and competences of minoritized students. FoI theory is distinctive because of its focus on funds that are personally meaningful for students. The concept of FoI and its relationship with funds of knowledge scholarship are described, followed by an analysis of insights from FoI empirical research: (1) methodological tools that researchers have developed to identify students’ FoI and (2) pedagogical approaches utilized to connect to students’ FoI. Finally, the review offers an examination of evidence that research has yielded for effects that result from making links to students’ FoI, and makes recommendations for future work.
All submissions must be submitted online as word documents. Text should be one and a half spaced ... more All submissions must be submitted online as word documents. Text should be one and a half spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman, 11 point for all text and all headings must be clearly defined. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. All illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end. Foot/End Notes These should be avoided where possible; the journal preference is for footnotes rather than endnotes. Referencing References must be useful, targeted and appropriate. The Editorial preference is APA style; see Publication Manual of the American Psychological Association (Sixth Edition). Please check all citations in the article are included in your references list, if in reference list they are cited in document, and formatted in the correct APA style. All doi numbers must be added to all references where required.
This review of funds of knowledge (FoK) literature relating to school settings analysed the conce... more This review of funds of knowledge (FoK) literature relating to school settings analysed the conceptual bases reported in fifty texts. Findings reveal diverse theoretical frameworks, including socio-cultural learning theory, critical theory, hybridity theory, systems theory, and the difference theory of caring. Findings regarding links between key theories and the FoK concept are presented. The paper relates FoK work to social justice issues in New Zealand schooling, and discusses issues arising from the diverse theoretical frameworks within which FoK work is situated. Identification of theoretical frameworks is recommended to enhance richness, depth of thinking, and opportunities for transformation in future discourse.
The New Zealand Annual Review of Education, Feb 11, 2013
Academic learning: through reading information and studying relevant statistical data Vicarious l... more Academic learning: through reading information and studying relevant statistical data Vicarious learning: through studying literature and film 6SPO/bZO\SOXMO]
This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, an... more This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners.
Underachievement by Māori and Pasifika students in New Zealand schools evidences the need for mor... more Underachievement by Māori and Pasifika students in New Zealand schools evidences the need for more effective teacher practices to support minoritized students‟ learning, in the interests of social justice. Learning about students' funds of knowledge (FoK) allows teachers to offer relevant learning experiences, achieving a fuller socio-constructivist approach to teaching and learning (González, Moll, & Amanti, 2005). This study explores the relevance of the FoK concept in the New Zealand context, and its application at high school level. For the purposes of this qualitative study, participants (n = 21) from a high school community were organized into five teams; three teams included a teacher, students, and their parents, and two included a teacher and students. Each team negotiated, implemented, and evaluated strategies for the teacher to learn about students' FoK. Findings highlight the dual layer of benefits arising from participation in collaborative teams and teacher i...
Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching
This chapter explores divergent views about plagiarism within the context of the internationaliza... more This chapter explores divergent views about plagiarism within the context of the internationalization of higher education and reports on a recent investigation of perceptions of plagiarism among Vietnamese and local doctoral students at a New Zealand university. Findings revealed that all the doctoral participants possessed substantial understanding of plagiarism, and their professional experiences as lecturers and tutors were a significant influence on their perspectives. While considering intentional plagiarism as a moral issue, a form of academic cheating, and a scholarly offence, they viewed unintentional plagiarism as a developmental and intercultural issue. Compared to their Vietnamese peers, New Zealand doctoral students had more academic publication experience and showed deeper awareness of scholarly impacts of plagiarism. The chapter concludes with recommendations that doctoral supervisors engage with individual students to learn about each one's background, understandi...
Two decades ago academics based at the University of Arizona brought the anthropological concept ... more Two decades ago academics based at the University of Arizona brought the anthropological concept of Funds of Knowledge into the educational realm, providing a new conceptual framework to counter deficit theorizing of Latino students and their families. The growing body of literature evidences the belief and hope of academics in the potential of Funds of Knowledge to advance social justice and facilitate long-awaited breakthroughs in multicultural education practice. This paper provides an overview and analysis of Funds of Knowledge literature, addressing two key questions: What is the current scope of settings for Funds of Knowledge research? What do writers mean when they talk about Funds of Knowledge? Findings of differences in definitions indicate their contested nature. The review recommends clear articulation by researchers of the definition employed. Key questions arising from studies are presented and implications for multicultural education practice and teacher education are discussed.
The New Zealand Annual Review of Education, Jul 1, 2021
This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, an... more This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners.
Despite increasing scholarly interest in tertiary student perceptions of plagiarism, very little ... more Despite increasing scholarly interest in tertiary student perceptions of plagiarism, very little is known about those held by postgraduate (PG) students, although differences between undergraduate (UG) and PG students relate to both their characteristics and the demands of their studies. Furthermore, there is a dearth of research within the context of international education, where managing plagiarism is seen as a major challenge. This paper reports on a recent online survey with 207 Vietnamese (n = 72) and local (n = 135) PG students at a New Zealand university regarding their perceptions of plagiarism. The findings showed significant differences both between and within the two groups. Perception variations arose from a range of influences and prior experiences, not just the culture in which the students were initially educated. Differences related to participants’ age, gender, academic levels, disciplines, and teaching experience. This study’s findings contribute knowledge about u...
i Acknowledgements ii Glossary ix Chapter 1: Identifying the Research Focus 1 1.1 Purpose of the ... more i Acknowledgements ii Glossary ix Chapter 1: Identifying the Research Focus 1 1.1 Purpose of the research 1 1.2 Rationale from the literature 1 1.2.1 Ethnic differences in schooling experience and outcomes 1 1.2.2 Paradigms relating to differences in schooling experiences and outcomes 3 1.2.3 Education for a multicultural society 3 1.2.4 Funds of knowledge (FoK) 4 1.2.5 Identification of the research gap 6 1.3 Personal relevance of the topic 7 1.4 The context of the study 10 1.4.1 National educational policies in NZ 10 1.4.2 Kereru High School 12 1.5 Structure of the thesis 14 Chapter 2: Literature Review 16 2.1 Background 16 2.2 Literature review methodology 17 2.3 Scope of FoK literature 18 2.4 Definitions of funds of knowledge 19 2.4.1 FoK: A contested term 19 2.4.2 Links with related concepts 22 2.5 Theoretical frameworks for funds of knowledge scholarship 25 2.6 Approaches to identify students‟ funds of knowledge 26 2.7 Valued outcomes arising when teachers learn about students...
This review illuminates the growing body of funds of identity (FoI) scholarship and explores its ... more This review illuminates the growing body of funds of identity (FoI) scholarship and explores its contribution to breaking down deficit thinking and enhancing the inclusivity and equity of education. FoI theory aims to complement the funds of knowledge conceptual framework that draws attention to knowledge and competences of minoritized students. FoI theory is distinctive because of its focus on funds that are personally meaningful for students. The concept of FoI and its relationship with funds of knowledge scholarship are described, followed by an analysis of insights from FoI empirical research: (1) methodological tools that researchers have developed to identify students’ FoI and (2) pedagogical approaches utilized to connect to students’ FoI. Finally, the review offers an examination of evidence that research has yielded for effects that result from making links to students’ FoI, and makes recommendations for future work.
All submissions must be submitted online as word documents. Text should be one and a half spaced ... more All submissions must be submitted online as word documents. Text should be one and a half spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman, 11 point for all text and all headings must be clearly defined. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. All illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end. Foot/End Notes These should be avoided where possible; the journal preference is for footnotes rather than endnotes. Referencing References must be useful, targeted and appropriate. The Editorial preference is APA style; see Publication Manual of the American Psychological Association (Sixth Edition). Please check all citations in the article are included in your references list, if in reference list they are cited in document, and formatted in the correct APA style. All doi numbers must be added to all references where required.
This review of funds of knowledge (FoK) literature relating to school settings analysed the conce... more This review of funds of knowledge (FoK) literature relating to school settings analysed the conceptual bases reported in fifty texts. Findings reveal diverse theoretical frameworks, including socio-cultural learning theory, critical theory, hybridity theory, systems theory, and the difference theory of caring. Findings regarding links between key theories and the FoK concept are presented. The paper relates FoK work to social justice issues in New Zealand schooling, and discusses issues arising from the diverse theoretical frameworks within which FoK work is situated. Identification of theoretical frameworks is recommended to enhance richness, depth of thinking, and opportunities for transformation in future discourse.
The New Zealand Annual Review of Education, Feb 11, 2013
Academic learning: through reading information and studying relevant statistical data Vicarious l... more Academic learning: through reading information and studying relevant statistical data Vicarious learning: through studying literature and film 6SPO/bZO\SOXMO]
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