Scholars have likened the term funds of identity (Bagnoli, A., 2004, Bruner, 2001) and knowledge (Gonzalez, Moll & Amanti, 2005) to cultural bound stories, technologies, documents, and discourses that people internalize and construct in order to make sense of the events in their lives. Furthermore, by combining funds of identity with knowledge as a mean to peer into the dynamic emotional lived experiences of Iranian-Americans these seminal works have provided the foundational tools allowing me to delve deeper into the Iranian-American’s everyday activities particularly the hybridity of cultural practices and to ask what has led them to the place they find themselves (Esteban-Guitart & Moll, 2014).
In paying close attention to funds of knowledge and identity models, we gain considerable insight into how children, communities, and schooling accumulate and utilize their abilities. This knowledge and these skills and abilities are cultural resources, for teaching, learning, and engaging with the host society. Documenting through funds of knowledge and an identity lens might help yield greater insight on immigrant households. Examining daily life with funds of knowledge and funds of identity can potentially offer a glimpse into the significance of seemingly mundane activities and routines.