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This paper aims to illustrate the creation, implementation and impact of an educational project for a socio-educational ecosystem design from the "community funds of knowledge and identity" approach. By socio-educational ecosystem, we mean formal, non-formal and informal agents who co-design, implement and evaluate an educational project by the work carried out by a "study group", a collaborative social setting between teachers, researches and social actors. This goes beyond the traditional reduction and encapsulation of education as something that primarily takes place within school classrooms led by teachers. To illustrate the approach, a case is presented of an archaeological site that is conceived as a "community fund of knowledge and identity" within an socio-educational ecosystem. Our study shows how the site becomes a mediating resource that promotes connections between people and learning opportunities, generating shared forms of identity. Drawing on research and participant observation, semi-structured individual and group interviews, and focus group to students in the fifth year of primary school, families, teachers, other professionals, and researchers, the educational project is described in terms of its "governance" (how it is organised), the "impact" (what changes and effects are produced in terms of learning and community belonging), and the "sustainability" (factors that enable it to be sustained over time). This example is discussed in the context of socio-educational ecosystems and the emerging research on "community funds of knowledge and identity"., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier B.V. All rights reserved.)

The COVID-19 pandemic has sharpened the inequalities in our societies. In Spain, we observed that the impact on schooling varied according to socioeconomic, gender and sociocultural variables. In this article, we present a case analysis illustrating the impact of the COVID-19 pandemic on schooling in early educational grades (ages 3–6), which leads us to focus on school-family relationship. First, we present some studies that show the inequalities in education during the lockdown period, the digital divide faced by both schools and families and how digital mediation impacts school-family relationships. Then we will introduce our study, which aims to explore the uses, potentials and limitations of an app intended to facilitate the relationship. Our study took place during September 2020-January 2021, when social restriction persisted. It took the form of a telematic ethnography in which we monitored the meetings of the Early Childhood Education teachers and their interaction with the families via an app-based communication tool. Results have allowed us to identify that most conversations are initiated by the school and their aim is to show families the classroom activities. We have also observed some advantages regarding the use of this app: communication can become more direct and immediate, and teachers have developed strategies to foster proximity in this relationship, as well as to respond inclusively to diversity. Regarding the challenges, we identified the lack of involvement of some families, the need to transform the roles played by families and children, and the difficulty to maintain personalized relationships. [ABSTRACT FROM AUTHOR]

The aim of this paper is to address the teaching and learning processes in schools from a Vygotskian perspective based on the notion of identity artefacts (IAs) which, for our purposes, consist of documents created by the learners about themselves, in which they try to capture all the things that make sense and are meaningful to them and which, subsequently, can be used by teachers to work on curricular and pedagogical content. We conceptualise the notion of the identity artefact from the broader notions of mediation and cultural artefacts. We also provide a critical analysis of some examples of IAs. [ABSTRACT FROM AUTHOR]

This article illustrates how students' ‘funds of identity’ can be used pedagogically to enrich the ‘funds of knowledge’ approach. The concept ‘funds of identity’ emphasizes students' interests through the incorporation of their creative works within the pedagogical space conducted by the teacher. Students invest their identities in the creation of some artifacts, which become educational resources used by teachers in class to affirm students' identities and foster their academic development. The paper shows how a teaching unit using the funds of identity approach is created and discusses about the significance of working through study groups for teacher development. [ABSTRACT FROM AUTHOR]

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