ABSTRACT

This paperargues for the development of the imagination experientially, pedagogically, and theoretically within the funds of identity approach. Our discussion is based on findings from a year-long ethnographic study of a Transnational Youth Radio project. The analysis centers on the case of 13-year old Muhammad in the context of his school-based Barcelona radio program. We present two examples from his case that illuminate the potential and challenges of using funds of identity in highly diverse learning contexts, how the imagination is implicated in these processes, and how educators can guide the imagination to support the expansion of the learning experience. The first example describes an event in which the use of an identity artifact involving religious affiliation gave rise to intercultural tension and the foreclosure of dialogue, due to lack of guidance of the imagination related to perspective-taking. The second example focuses on a group art project, in which the cultural experience guiding the collective imagination resulted in positive identity performances, perspective-taking, and interdependence. To conclude, we propose directions for future inquiry and the design of learning environments that can guide the development of the imagination within the funds of identity framework.

摘要

本文在认同方法的基础上，从经验，教学和理论上论证了想象力的发展。我们的讨论基于对跨国青年电台项目进行的为期一年的民族志研究得出的结果。分析的重点是13岁的穆罕默德（Muhammad）在其学校的巴塞罗那广播节目中发生的事件。我们以他的案例为例，阐明了在高度多样化的学习环境中使用身份资金的潜力和挑战，在这些过程中如何发挥想象力，以及教育者如何引导想象力来支持学习经验的扩展。第一个示例描述了一个事件，其中使用涉及宗教信仰的身份文物导致了文化间的紧张局势和对话的取消，由于缺乏有关取景的想象力的指导。第二个例子集中在一个集体艺术项目上，在该项目中，引导集体想象力的文化经验带来了积极的身份表现，观点采摘和相互依存。总之，我们为未来的探究和学习环境的设计提出了方向，这些指导可以在身份框架的资金范围内指导想象力的发展。