Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings

Abstract

This conceptual article argues that not only are agency and imagination key concepts in the funds of identity work, but that they are a compelling vehicle toward epistemic justice through envisioned futures. We summarize sociocultural perspectives of imagination and agency as emerging processes within a funds of identity approach and make visible the ways these evolved into future visions of epistemic justice. We illustrate three cases that engaged participants' funds of identity through creative mediating strategies that exemplify and characterize these connections in practice across different educational settings and participants. The funds of identity approaches used in each case were intentional in fostering imagination and agency to envision more equitable and alternative future possibilities. We conclude by presenting five considerations to facilitate engaging a funds of identity approach toward epistemic justice in educational contexts. These considerations are: 1) use mediational devices to support engaging imagination, agency, and aspirational funds of identity, 2) create spaces of trust and safety, 3) examine history and power within the context, 4) be open to exploring dark and invisible funds of identity, and 5) support educators in linking curriculum to student funds of identity.