ABSTRACT

Since the notion of funds of identity was first proposed, a large number of related works have followed, most of which have been reviewed recently by Hogg and Volman (2020). This special issue is a step forward both in the conceptualization of the construct, and in its educational applications. Three developments in particular are considered. The first deals with the directive and prospective nature of funds of identity, linked to the higher psychological processes, such as imagination, agency or creativity. Second, there is the idea of establishing identity work as a curricular subject in itself, and as a vehicle for the critical understanding/transformation of oneself and of one’s surrounding reality. Third, the range of methodological resources and educational practices that are used to identify, generate and exploit funds of identity is increasingly. The notion of funds of identity is furthermore re-conceptualized in two ways: first as an ongoing, subjective, social and cultural, generative-directive process, grounded in our embodied experience of the world and in social interactions, and second, as symbolic resources that are used to give meaning to oneself and help to project, plan and organize life projects, and a critical understanding of reality.

摘要

自身份基金的概念首次提出以来，大量相关工作随之而来，其中大部分最近已被 Hogg 和 Volman ( 2020 )审查过。本期特刊在构造概念化及其教育应用方面都向前迈进了一步。特别考虑了三个发展。第一个涉及身份资金的指导性和前瞻性性质，与更高的心理过程有关，例如想象力、能动性或创造力。二、有建立身份工作的想法本身就是一门课程，也是对自己和周围现实进行批判性理解/转变的工具。第三，用于识别、产生和利用身份资金的方法论资源和教育实践的范围越来越广。身份资金的概念进一步以两种方式重新概念化：第一，作为一个持续的、主观的、社会和文化的、生成指导的过程，以我们对世界的具体体验和社会互动为基础，第二，作为象征资源用来赋予自己意义，帮助规划、计划和组织生活项目，以及对现实的批判性理解。