Call for Abstracts:
"From Theory to Practice and Back Again: Luis Moll's Impact on Funds of Knowledge Research"
Dr. Luis Moll and colleagues at the University of Arizona envisioned a world where we see and embrace ourselves, our experiences, our daily practices, and our communities as existing assets to be mobilized and promoted at school. In collaboration with a team of researchers and teacher scholars, Dr. Moll led multiple manuscripts, for example a groundbreaking one entitled, "Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms," which has been cited more than 5,000 times since it was published in Theory into Practice (Moll et al., 1992). Later, the co-edited book, " Funds of Knowledge Theorizing Practices in Households, Communities, and Classrooms" (Moll et al., 2005) also helped inspire new lines of research that explored deeper applications of Funds of Knowledge in mathematics education, science education, literacy education, teacher education, higher education, among other fields of study. The initial cadre of Funds of Knowledge scholars (e.g., Drs. Cathy Amanti, Marta Civil, Norma González, Luis Moll, Deborah Neff, Carlos G. Vélez‐Ibáñez among others) established a foundation from which we now draw from in our work today with teachers, students, families, and communities.
Dr. Moll spent much of his career in the College of Education at the University of Arizona as a professor and as an emeritus professor. He taught various courses involving immigration and education, literacy education, and the history of sociocultural learning theories. He was inducted into the National Academy of Education in 1998, gave invited talks such as the 2009 AERA Annual Brown Lecture, titled, "Mobilizing Culture, Language, and Educational Practices: Fulfilling the Promises of Mendez and Brown," and remained invested in new scholars taking up the notions of funds of knowledge in their communities. Sadly, Dr. Moll transitioned on March 5, 2024. Although Dr. Moll leaves behind his wife and two sons, his legacy continues to influence countless scholars who will continue his work in the future.
This call for a TEEMs special issue aims at both first honoring the contributions of Dr. Moll, as well as inviting scholars in the field to offer contributions on new directions and applications of Funds of Knowledge. We seek abstracts that lean into the nature of what it means to be and learn in a community, which includes empirical, conceptual, artistic, speculative, and other non-traditional work. We will consider submissions that include, but are not limited to:
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Empirical or conceptual research pieces that mathematics teachers and teacher educators can apply in
their practice
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Artistic interpretations of Funds of Knowledge
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Stories and experiences of communities' Funds of Knowledge
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Pedagogical reflections on using Funds of Knowledge in novel ways that elevate students' joy
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A curated musical playlist or graphics that could inspire a Funds of Knowledge approach to understanding the world
Abstracts should be limited to one single page, 12-point font, single-spaced that includes the following information:
- Name and contact information of the authors/contributors (corresponding author should be bolded)
- Title
- An abstract which includes a brief rationale and an outline of the proposed paper
Proposed Timeline
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Abstracts due: 15 Sep 2024
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Decisions and communication and invitation: mid-Nov 2024
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Full Papers due: April 2025
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First set of reviews and decisions: Summer 2025
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Anticipated publication window: Early 2026
Please email the one-page proposal in PDF or Word document to [email protected] by 15 September at 11:59 PM PST. Any inquiries can go to the special issue co-editors at [email protected] or to Crystal Kalinec-Craig at [email protected].
Special issue co-editors
Crystal Kalinec-Craig, University of Texas at San Antonio
Carlos LópezLeiva, University of New Mexico
Carlos Nicolas Gómez Marchant, University of Texas at Austin
References
González, N., Moll, L. C., & Amanti, C. (Eds.). (2006). Funds of knowledge: Theorizing practices in households,
communities, and classrooms. Routledge.
Moll, L. C. , Amanti, C., Neff, D., & González, N. (1992). Funds of Knowledge for teaching: Using a
qualitative approach to connect homes and classrooms. Theory Into Practice, 31(1), 132-141. Rodriguez, G. M. (2013).
Power and Agency in Education: Exploring the Pedagogical Dimensions of Funds of
Knowledge. Review of Research in Education, 37(1), 87-120. https://doi.org/10.3102/0091732X12462686
