The purpose of the study presented in this article and grounded in cultural psychology, was to describe the relationship between the home and school cultures of a family from Gambia living in Catalonia, Spain, and to document how teachers use families’ «funds of knowledge» to make direct links from students’ lives to classroom instruction. A qualitative design was used, employing ethnographic techniques: interview and document analysis (genogram and geographical information system). Results illustrate the variety of funds of knowledge that families accumulate and use in their daily lives. Specifically, it is observed that the interviewed family had knowledge of building and construction. In line with Sandoval-Taylor’s work, a curriculum module based on funds of knowledge of construction is suggested. This article follows a pedagogical model that illustrates both a funds of knowledge approach, and the potential of Bronfenbrenner’s ecological theory of extending the teaching and learning process by connecting mcrosystems such as family and school. The background experiences of the children (their cultural experiences grounded in their family lives) intersected to affect their ultimate school performance. In that sense, this article presents a discussion of the proposal known as home-school continuity-discontinuity framework or home-school mismatch framework, designed to explain and to intervene in the educational experiences of under-represented students, that is, those with one or more of the following characteristics: low income, ethnic minority, foreign origin (immigrant, undocumented, and second-generation), foreign accent, and/or non-Spanish-Catalan fluency.
