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.

这篇概念性文章认为，代理和想象力不仅是身份研究基金中的关键概念，而且它们是通过设想的未来实现认知正义的令人信服的工具。我们将想象力和能动性的社会文化观点总结为身份基金方法中的新兴过程，并使这些演变为认知正义未来愿景的方式可见。我们举例说明了三个案例，这些案例通过创造性的调解策略吸引了参与者的身份资金，这些策略在不同的教育环境和参与者的实践中举例说明和描述了这些联系。在每个案例中使用的身份方法资金都是有意培养想象力和能动性，以设想更公平和替代的未来可能性。最后，我们提出了五个考虑因素，以促进在教育背景下采用身份基金方法来实现认知正义。这些考虑因素是：1) 使用调解手段来支持引人入胜的想象力、能动性和理想的身份基金，2) 创造信任和安全的空间，3) 在背景下审视历史和权力，4) 对探索黑暗和无形的事物持开放态度身份基金，以及 5) 支持教育工作者将课程与学生身份基金联系起来。