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Cultural identities and their relevance to school practice

In accordance with Esteban-Guitart and Moll’s proposal of the notions of Funds of Knowledge and Funds of Identity as complementary, this paper investigates the notion of identity and its applicability in an educational setting. Our analysis adds a historical developmental dimension to the notion of Funds of Identity without which, the culture as well as the person tends to become fixated and perceivable only as objects in themselves. With a developmental attention, sensitive to the processes of creating novelties and maintenance over time, the exclusive separation is inevitable replaced with an inclusive separation, stressing the interdependent nature of psychological phenomena. In the last section of the paper, we investigate the implications of the proposal, now on an educational methodological level. Drawing on the Italian educational tradition called Sfondo Integratore, our investigations points to potentials beyond using students evolving identities as suitable ‘channels’ to the individual child’s learning in an otherwise unaffected school.