Inclusive education from the funds of knowledge and identity approach

The purpose of this article is to describe and illustrate the funds of knowledge and identity approach as an educational inclusive strategy to make direct links from students' lives to classroom instruction. It is argued that school performance should be understood from a systemic view, that is., the home-school continuity-discontinuity framework, rather than assuming deficit views on ethnic minorities. We advocate for the incorporation of instructional changes designed to increase the cultural congruence of educational processes and the development of inclusive cultures.