Developing a contextualised curriculum through funds of knowledge approach: Reflections on the processes of the Knowledge Project

Tanka Dahal (Research group member), Lauren Boath (Research group member), Samia Khan (Research group member), Linda Lapere (Research group member), Mohd Syafiq Aiman (Research group member), Neil Taylor (Research group member)

Research output: Contribution to conferenceAbstract

Abstract

Whose knowledge and voices should be embedded in the curriculum is a question that leads to a debate surrounding power dynamics in knowledge claims. The funds of knowledge approach aims to bridge the divide between knowledge and power by situating the curriculum making process in a variety and plurality of family situations, traditions, and experiences. The Knowledge Project (KPTEAL)is created by the School of Education and Social Work, University of Dundee and funded by Education Scotland’s Enhancing Professional Learning in STEM Grants Programme through the Scottish Government STEM Education and Training Strategy. The project aims to connect the curriculum-making process to children’s lifeworld practices recognising that there is educational value in their household resources. This paper aims to cover the project’s processes of engaging with the rural communities of Scotland and its journey from building a university-school-community partnership, exploring community resources, attempting to delve into the history of the communities to curriculum-making. While doing so, this paper seeks to address the following research questions: i) how have the processes of understanding the context of the communities shaped the journey of the project?, andii) how has the Curriculum Study Group (CSG) mediated the processes of integrating the funds of knowledge identified to the school curriculum? The project has developed a community research report and its asset inventory, demographic analysis, and begun the household visits to explore household funds of knowledge through children’s lived experiences, labour history of the families and the practices in households. The study has also begun its intervention through Curriculum Study Group (CSG) which mediates the process of connecting school to the community, analyses funds of knowledge identified and curriculum making and enactment. The CSGs were attended by university researchers, teachers, school practitioners and community members. This paper discusses the funds of knowledge identified in the community and critically evaluates the influence of this funds of knowledge project on CSG members.
Original languageEnglish
Pages6-7
Number of pages2
Publication statusPublished - 13 Dec 2019
EventSchool of Education and Social Work Research and Scholarship Conference 2019 - Dalhousie Building, Dundee, United Kingdom
Duration: 13 Dec 201913 Dec 2019

Conference

ConferenceSchool of Education and Social Work Research and Scholarship Conference 2019
CountryUnited Kingdom
CityDundee
Period13/12/1913/12/19

Fingerprint

curriculum
community
study group
school
family situation
education
community research
university
group membership
resources
rural community
grant
assets
experience
social work
labor
teacher
history
knowledge
learning

Keywords

  • funds of knowledge
  • STEM
  • community participation

Cite this

@conference{83d1981a067942fc8813d208c9ca98fd,
title = "Developing a contextualised curriculum through funds of knowledge approach: Reflections on the processes of the Knowledge Project",
abstract = "Whose knowledge and voices should be embedded in the curriculum is a question that leads to a debate surrounding power dynamics in knowledge claims. The funds of knowledge approach aims to bridge the divide between knowledge and power by situating the curriculum making process in a variety and plurality of family situations, traditions, and experiences. The Knowledge Project (KPTEAL)is created by the School of Education and Social Work, University of Dundee and funded by Education Scotland’s Enhancing Professional Learning in STEM Grants Programme through the Scottish Government STEM Education and Training Strategy. The project aims to connect the curriculum-making process to children’s lifeworld practices recognising that there is educational value in their household resources. This paper aims to cover the project’s processes of engaging with the rural communities of Scotland and its journey from building a university-school-community partnership, exploring community resources, attempting to delve into the history of the communities to curriculum-making. While doing so, this paper seeks to address the following research questions: i) how have the processes of understanding the context of the communities shaped the journey of the project?, andii) how has the Curriculum Study Group (CSG) mediated the processes of integrating the funds of knowledge identified to the school curriculum? The project has developed a community research report and its asset inventory, demographic analysis, and begun the household visits to explore household funds of knowledge through children’s lived experiences, labour history of the families and the practices in households. The study has also begun its intervention through Curriculum Study Group (CSG) which mediates the process of connecting school to the community, analyses funds of knowledge identified and curriculum making and enactment. The CSGs were attended by university researchers, teachers, school practitioners and community members. This paper discusses the funds of knowledge identified in the community and critically evaluates the influence of this funds of knowledge project on CSG members.",
keywords = "funds of knowledge, STEM, community participation",
author = "Tanka Dahal and Lauren Boath and Samia Khan and Linda Lapere and Aiman, {Mohd Syafiq} and Neil Taylor",
year = "2019",
month = "12",
day = "13",
language = "English",
pages = "6--7",
note = "School of Education and Social Work Research and Scholarship Conference 2019 ; Conference date: 13-12-2019 Through 13-12-2019",

}

Dahal, T, Boath, L, Khan, S, Lapere, L, Aiman, MS & Taylor, N 2019, 'Developing a contextualised curriculum through funds of knowledge approach: Reflections on the processes of the Knowledge Project', School of Education and Social Work Research and Scholarship Conference 2019, Dundee, United Kingdom, 13/12/19 - 13/12/19 pp. 6-7.

TY - CONF

T1 - Developing a contextualised curriculum through funds of knowledge approach

T2 - Reflections on the processes of the Knowledge Project

A2 - Dahal, Tanka

A2 - Boath, Lauren

A2 - Khan, Samia

A2 - Lapere, Linda

A2 - Aiman, Mohd Syafiq

A2 - Taylor, Neil

PY - 2019/12/13

Y1 - 2019/12/13

N2 - Whose knowledge and voices should be embedded in the curriculum is a question that leads to a debate surrounding power dynamics in knowledge claims. The funds of knowledge approach aims to bridge the divide between knowledge and power by situating the curriculum making process in a variety and plurality of family situations, traditions, and experiences. The Knowledge Project (KPTEAL)is created by the School of Education and Social Work, University of Dundee and funded by Education Scotland’s Enhancing Professional Learning in STEM Grants Programme through the Scottish Government STEM Education and Training Strategy. The project aims to connect the curriculum-making process to children’s lifeworld practices recognising that there is educational value in their household resources. This paper aims to cover the project’s processes of engaging with the rural communities of Scotland and its journey from building a university-school-community partnership, exploring community resources, attempting to delve into the history of the communities to curriculum-making. While doing so, this paper seeks to address the following research questions: i) how have the processes of understanding the context of the communities shaped the journey of the project?, andii) how has the Curriculum Study Group (CSG) mediated the processes of integrating the funds of knowledge identified to the school curriculum? The project has developed a community research report and its asset inventory, demographic analysis, and begun the household visits to explore household funds of knowledge through children’s lived experiences, labour history of the families and the practices in households. The study has also begun its intervention through Curriculum Study Group (CSG) which mediates the process of connecting school to the community, analyses funds of knowledge identified and curriculum making and enactment. The CSGs were attended by university researchers, teachers, school practitioners and community members. This paper discusses the funds of knowledge identified in the community and critically evaluates the influence of this funds of knowledge project on CSG members.

AB - Whose knowledge and voices should be embedded in the curriculum is a question that leads to a debate surrounding power dynamics in knowledge claims. The funds of knowledge approach aims to bridge the divide between knowledge and power by situating the curriculum making process in a variety and plurality of family situations, traditions, and experiences. The Knowledge Project (KPTEAL)is created by the School of Education and Social Work, University of Dundee and funded by Education Scotland’s Enhancing Professional Learning in STEM Grants Programme through the Scottish Government STEM Education and Training Strategy. The project aims to connect the curriculum-making process to children’s lifeworld practices recognising that there is educational value in their household resources. This paper aims to cover the project’s processes of engaging with the rural communities of Scotland and its journey from building a university-school-community partnership, exploring community resources, attempting to delve into the history of the communities to curriculum-making. While doing so, this paper seeks to address the following research questions: i) how have the processes of understanding the context of the communities shaped the journey of the project?, andii) how has the Curriculum Study Group (CSG) mediated the processes of integrating the funds of knowledge identified to the school curriculum? The project has developed a community research report and its asset inventory, demographic analysis, and begun the household visits to explore household funds of knowledge through children’s lived experiences, labour history of the families and the practices in households. The study has also begun its intervention through Curriculum Study Group (CSG) which mediates the process of connecting school to the community, analyses funds of knowledge identified and curriculum making and enactment. The CSGs were attended by university researchers, teachers, school practitioners and community members. This paper discusses the funds of knowledge identified in the community and critically evaluates the influence of this funds of knowledge project on CSG members.

KW - funds of knowledge

KW - STEM

KW - community participation

UR - http://practitioners and community members. This paper discusses the funds of knowledge identified in the community and critically evaluates the influence of this funds of knowledge project on CSG members.

UR - https://www.dundee.ac.uk/esw/events/details/19-12-13-annualresearchandscholarshipconference2019.php

M3 - Abstract

SP - 6

EP - 7

ER -

Dahal T, Boath L, Khan S, Lapere L, Aiman MS, Taylor N. Developing a contextualised curriculum through funds of knowledge approach: Reflections on the processes of the Knowledge Project. 2019. Abstract from School of Education and Social Work Research and Scholarship Conference 2019, Dundee, United Kingdom.