In one example, a teacher visited a family that regularly made trips to Mexico and returned with products, such as candy, to sell. Building on this family's specific fund of knowledge, the teacher developed an integrated instructional unit based on various aspects of the nutritional content of candy. As an extension of this activity, they developed a survey and graphing unit on favorite candies. Rather than merely acknowledging these families' funds of knowledge, the teachers used them as a tool for academic ends. Although much of the research at this point has focused on the funds of knowledge possessed by students and their families, there is another significant component in the classroom dynamic.
Educators also bring their funds of knowledge to the teaching and learning process.
Clearly, the importance of these funds of knowledge is indisputable. While the cultural demographics of the student population may be highly variable, the demographics of the teaching force remain relatively stable, and a great many teachers do not share the same conversational styles, background knowledge, and everyday experiences with their students. This difference can be an obstacle to bridging cultural differences in the classroom. Even the best intentioned and most willing teacher cannot fully understand the intricacies of an entire culture by reading research materials or talking with students and their families. A possible solution to this barrier is to incorporate into the classroom the services of paraeducators who share the students' culture.