Abstract
The Funds of Knowledge theory and method responds to Freire’s (1970) summons to humanize education. Originating in the US/Mexico borderlands, teachers and researchers valuing the Funds of Knowledge framework document the skills and knowledges within local families for designing inclusive, affirming, and sustainable language and literacy instruction. In this chapter, a review of empirical research shows the immense impact of this assets-based approach in and for educational settings nationally and internationally. The review also shows how Funds of Knowledge can be resources for building up Funds of Identity. Together these approaches are lenses for examining language and literacy development.
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