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

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.