Despite developments in the funds of identity literature, little scholarly attention has been paid to how the funds of identity approach impacts the teacher/researcher. Given the transformative potential of participatory methodologies, it would be useful to understand how an approach like funds of identity impacts the researcher. In order to address a lack of reflexivity in the funds of identity literature, this chapter utilizes reflective narrative in order to tease out the impact that the funds of identity approach has had on the author's identity as a researcher. Taking inspiration from recent developments in autoethnography that strive to fuse the evocative (the personal and affective) and the analytical (the theoretical), this chapter weaves the personal and the political together to create a “braided” form of autoethnography. Accordingly, the author also examines some issues with implementing the funds of identity approach in China, which brings into focus deeper structural and political issues that may be overlooked in western contexts where the underlying social justice imperative at the heart of the funds of identity approach is in congruence with democratic political structures. The chapter concludes by reimaging the funds of identity approach for a post-pandemic China, which is couched in the metaphor of “possibilities-within-constraints.” Copyright © 2024 selection and editorial matter, Moises Esteban-Guitart; individual chapters, the contributors.
|Title of host publication||Funds of knowledge and identity pedagogies for social justice: International perspectives and praxis from communities, classrooms, and curriculum|
|Place of Publication||Abingdon, Oxon|
|Publication status||E-pub ahead of print - Jul 2023|