Purpose - Funds of Knowledge (FoK) are bodies of knowledge, skills, experiences and social and cultural ways of interacting that people and communities accumulate over generations. This paper aims to provide a contemporary review of the FoK theory, which makes a plea for teaching that draws on students’ and their families’ knowledge, skills and experiences. At the same time, the paper supports the notion that FoK need to be extended to involve Funds of Identity (FoI).

Design/methodology/approach - This paper critically explores the theoretical, conceptual and methodological dimensions of FoK and FoI and suggests ways for practitioners to apply FoK/FoI in classrooms. The authors argue that implementing FoK/FoI critically for classroom practice improves student access to curriculum and instruction.

Findings - The authors define and describe the benefits and suggest critical ways of implementing FoK/FoI in classrooms.

Practical implications - To support educators in applying FoK/FoI in their classrooms, this paper highlights practical strategies that educators can use to collect students’ FoK and thoughtfully and critically integrate FoI theory to enhance students’ identity development and school engagement.

Originality - This paper contributes to a continuous critical examination of the FoK framework, and encourages educators and researchers to raise awareness of FoK/FoI theory to create the praxis of social–educational justice for our students and communities.