Lived experience, funds of identity and education

The aim of this paper is to contribute to the discussion on funds of identity. First, we emphasize the extent to which history and time are constitutive dimensions of culture and experience and the affect this has on funds of identity and meaning construction. We then go on to explore some connections between lived experience and funds of identity. We prefer to use the term lived experience - rather than emotional experience, the term used by Nogueira (2014) - in order to emphasize (i) that cognition/thinking/meaning are inextricable from feeling/emotion/sense and (ii) that learning and experience are intrinsically situated in a matrix of life trajectories and ecological-transactional aspects throughout one's life. Finally, in light of the commentaries by Nogueira (2014) and Hviid and Villadsen (2014), we discuss the applicability of the concept of funds of identity in educational settings. Funds of identity are inscribed into artefacts - drawings, documents, images, tasks, etc. - and transported throughout the different sites connected to a person's life trajectory. In our view, these artefacts can be used as resources for establishing connections within schools and beyond them. This implies seeing the students' funds of identity as resources for learning and seeing schools as a context that must also be linked to other practices and activities in which people are involved.