Estudios de Psicología = Studies in Psychology

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  Año 2025, Vol. 46, Número 1-3. Dedicado a: In memoriam: Tribute to/Homenaje a Luis C. Moll (1947–2024) / coord. por Wanda C. Rodríguez Arocho, Pablo del Río Pereda, Moisès Esteban Guitart, Norma González, Carlos G. Vélez Ibáñez, Perry Gilmore, Iliana Reyes, José Soto Sonera, Miguel del Río

  • Thematic area I: Development of Vygotsky’s psychological and educational theory / Desarrollo de la teoría psicológica y educativa de Vygotski

    • Vygotsky, education and culture in action

      Luis C. Moll

      • Resumen
      • Texto completo

      págs. 19-41

      

    • Equity, quality and commitment in education: interview with Luis C. Moll

      Luis C. Moll, Miguel del Río

      • Resumen
      • Texto completo

      págs. 42-74

      

    • A pre-history of the idea of Funds of Knowledge

      Michael Cole, Esteban Diaz

      • Resumen
      • Texto completo

      págs. 75-91

      

    • Culture and everyday learning across contexts: learning with Luis Moll

      Kris Gutiérrez, Barbara Rogoff

      • Resumen
      • Texto completo

      págs. 92-110

      

    • Emotion in Vygotsky’s work: a tribute to Luis Carlos Moll

      Ignacio Montero García-Celay

      • Resumen
      • Texto completo

      págs. 111-148

      

    • Luis C. Moll’s creative appropriation of Vygotsky’s historical-cultural psychology: lived culture

      Wanda C. Rodríguez Arocho

      • Resumen
      • Texto completo

      págs. 149-174

      

    • Deepening Vygotsky’s legacy: Funds of Knowledge and reading research involving bilinguals with and without disabilities

      Patricia Martínez Álvarez, Eddie Rivero, Suma Cheru

      • Resumen
      • Texto completo

      págs. 175-211

      

  • Thematic area II: Funds of Knowledge: impact on past, present, and future research and intervention / Fondos de conocimiento: impacto en la investigación y la intervención...

    • Origin and development of the Funds of Knowledge approach: a path yet to be followed

      Moisès Esteban Guitart, Norma González, Carlos G. Vélez Ibáñez

      • Resumen
      • Texto completo

      págs. 212-236

      

    • Reflections on teacher professional development for working with students’ Funds of Knowledge in The Netherlands and New Zealand

      Linda Hogg, Monique L. L. Volman

      • Resumen
      • Texto completo

      págs. 237-263

      

    • The study group as a possible place: seven years of collaboration with a team of nursery school teachers

      Cristina Zhang-Yu, Giorgina Garbarino Álvarez, Karen Andrea Jaramillo Solar, José Luis Lalueza Sazatornil

      • Resumen
      • Texto completo

      págs. 264-289

      

    • Repackaging the work: a Funds of Labor Identity approach to understanding people’s labor histories

      Cecilia Rios, Brianna Wright, Davis Vo

      • Resumen
      • Texto completo

      págs. 290-326

      

    • Unfracturing the impacts of language impositions: dual-language programs and Funds of Knowledge solutions with postscript

      Carlos G. Vélez Ibáñez

      • Resumen
      • Texto completo

      págs. 327-357

      

    • Reading Alliances Project: the development of readers and writers rooted in Funds of Knowledge

      Ruth J. Sáez Vega, Aura González Robles

      • Resumen
      • Texto completo

      págs. 358-389

      

    • Interdisciplinary reflection and pedagogical co-design: a study group experience in a Chilean state-funded school

      Macarena Lamas, J. Arriagada, Romina Di Cola, Giacomo Rosso, Javiera Contreras, Danitza Flores

      • Resumen
      • Texto completo

      págs. 390-415

      

    • From Funds of Knowledge to Community Funds of Knowledge and Identity: educational practices rooted in their communities

      Julie Waddington, Paula Boned Ribas, Daniela Searle, David Subero

      • Resumen
      • Texto completo

      págs. 416-445

      

    • Valuing Funds of Knowledge in early childhood education: enhancing teacher–family partnerships in England and New Zealand

      Liz Chesworth, Helen Hedges

      • Resumen
      • Texto completo

      págs. 446-474

      

    • The educative use-value of ‘dark Funds of Knowledge’ in dark-age times

      Lew Zipin

      • Resumen
      • Texto completo

      págs. 475-519

      

    • Luis Moll, or research in education rooted in anthropology

      Gabriela Míguez Salina, Miguel Anxo Santos Rego

      • Resumen
      • Texto completo

      págs. 520-538

      

    • Funds of our creative knowledge: bridges to possibilities of ceative resistance

      Luis Genaro García, Judy Marquez Kiyama

      • Resumen
      • Texto completo

      págs. 539-579

      

  • Thematic area III: Language, Reading and Culture: the creation of a learning community for social justice / Language, Reading and Culture: la creación de una comunidad de aprendizaje...

    • ‘Problematizing’ in Language, Reading and Culture (LRC): reflections on discursive thought journeys in anthropology and education with Luis Moll

      Perry Gilmore

      • Resumen
      • Texto completo

      págs. 586-613

      

    • Significant zones of proximal development in higher education: discussion on "Caperucita Roja aprende a escribir"

      Amparo Clavijo Olarte, Ann Ebe, Andrea García

      • Resumen
      • Texto completo

      págs. 614-636

      

    • Funds of Knowledge and mathematics education: a personal reflection

      Marta Civil

      • Resumen
      • Texto completo

      págs. 637-652

      

    • (Co)experiences: testimonials of a group of Puerto Rican disciples of Dr Luis C. Moll

      José Soto Sonera, Sandra L. Soto-Santiago, Aura González Robles, Guillermo Malavé, Carmen María Martínez Roldán, Arturo Morales Ramos, Ruth Sáez Vega

      • Resumen
      • Texto completo

      págs. 653-667

      

    • "Cafecitos" with Luis: legacies in reciprocal teaching, mentorship and social justice

      Karen Spear Ellinwood, Satoko Siegel

      • Resumen
      • Texto completo

      págs. 668-683

      

    • Prove it: the importance of children’s language ideology in dual-language programming

      Michelle Aguilera

      • Resumen
      • Texto completo

      págs. 684-705

      

    • "Aprovechando" Funds of Knowledge with the Engaged Arts and Humanities student scholars: creating equity-oriented zones of collaboration

      Lisa H. Schwartz, Brenda Aguirre Ortega, Lydia Wagenknecht, Dawn Jacob, Erica Caasi

      • Resumen
      • Texto completo

      págs. 706-728

      

    • Storying immigrant households and communities: using a Funds of Knowledge perspective to prepare teachers to work with multilingual learners

      Ana Christina da Silva Iddings, Iliana Reyes

      • Resumen
      • Texto completo

      págs. 729-754

      

    • "Hula" as an embodied language practice: dancing with ancestral and indigenous Funds of Knowledge

      Candace Kaleimamoowahinekapu Galla

      • Resumen
      • Texto completo

      págs. 755-777

      

    • Reclaiming democracy through education: revisiting Funds of Knowledge in times of crisis

      S. Bialostok

      • Resumen
      • Texto completo

      págs. 778-812