The underlying philosophy of this curriculum is centered around the belief that learning is not just about acquiring information but about fostering critical thinking, social awareness, and cultural sensitivity. We believe that what is important to know goes beyond academic content. It includes understanding how knowledge is constructed, whose voices are heard, and how learning can be a tool for social change.
This curriculum is grounded in three foundational frameworks: Funds of Knowledge (Moll et al., 1992), Ubuntu (Lefa, 2015), and Critical Pedagogy (Freire, 2009). These frameworks guide our conception of teaching and learning:
Funds of Knowledge: We believe that all students come to the classroom with rich, culturally embedded knowledge and skills that are valuable. To put this into practice, we include activities like community mapping, where teachers work with students to document and analyze local knowledge systems and cultural practices, using them as teaching resources. Additionally, teachers engage in ‘household knowledge interviews’ to explore the diverse funds of knowledge that students bring to the classroom and create lesson plans that integrate these insights. Rather than viewing students as empty vessels to be filled, we see them as holders of knowledge that can be leveraged to create more meaningful and connected learning experiences. Teachers are encouraged to draw on students' lived experiences as resources for learning.
Ubuntu: The principle of 'I am because we are' emphasizes the interconnectedness of all people. To embody this, we integrate storytelling workshops where veteran teachers share their experiences, fostering intergenerational learning and mutual respect. Additionally, the program includes peer-coaching sessions where teachers collaboratively reflect on classroom practices, reinforcing the sense that learning is a shared, communal process. In the design of this program, we respect 'wisdom from the elderly' by inviting veteran teachers to share and co-create new knowledge with in-service teachers. In the classroom, this means fostering a sense of community where students learn not only from the teacher but also from each other. It highlights the importance of mutual respect, shared responsibility, and collective growth, reinforcing that learning is a communal process.
Critical Pedagogy: Inspired by Freire’s critique of the 'banking model' of education, we believe that learning should not be a passive act of receiving knowledge but an active process of questioning, analyzing, and transforming the world. This is reflected in the curriculum through problem-posing dialogues, where teachers and students collaboratively identify real-world issues relevant to their context and develop action plans to address them. Additionally, we include critical text analysis activities that prompt teachers to examine curriculum materials for underlying power dynamics and cultural assumptions. Our curriculum positions teachers and students as equal co-learners and co-teachers, engaging in dialogue to unpack social and cultural structures, challenge inequities, and develop critical consciousness.