Introduction

Over the years, there has been a growing demand to integrate indigenous knowledge into the educational curricula in Africa (Ayeni & Aborisade, 2022). This initiative aims to provide a deeper understanding of African values and traditions to students. The motivation behind this call is rooted in the observation that the development of curricula in this region is often driven by foreign activities, which may inadvertently overlook the invaluable perspectives and contributions of the local communities they intend to benefit (Arday et al., 2021). There is an immediate and compelling call for researchers to actively incorporate community perspectives into the curriculum development process. Doing so is essential to ensure that the curriculum accurately reflects the values and requirements of the society it serves (Mfum-Mensah, 2009). It is argued that neglecting community input in curriculum development could result in an educational framework that fails to resonate with the unique needs and cultural backgrounds of students (Prior, 1999). Given that the curriculum is fundamentally intended to cater to the specific needs and aspirations of the people it serves, it is imperative to involve the community in the process, thereby enhancing the content and making it more pertinent and engaging (Jayaram, 2020). Such an inclusive approach will foster relevance and cultivates active citizenship among individuals (Iyengar, 2021).

The cultivation of active citizenship and patriotism can be significantly bolstered by embracing the rich tapestry of a nation's culture. Within this context, it becomes imperative to recognize the pivotal role of cultural considerations in shaping the curriculum. It is vital to adapt the curriculum to resonate with the diverse backgrounds and identities of students (Gilada, 2012). This adaptation should advance the ideals of equity and inclusivity and instils a strong sense of civic involvement (Iyengar & Shin, 2022). When students witness their community actively involved in shaping their educational journey, they are more inclined to develop a sense of duty and a genuine desire to contribute positively to both their local community and society (Kumar & Rewari, 2022). This instils in them a profound sense of social responsibility from a young age, potentially paving the way for active citizenship and community leadership in the future. Prospective leaders must actively cultivate their knowledge and skills to become valued members of their community. This stresses the significance of integrating community-based knowledge and perspectives into the development of African educational curricula, allowing young learners to be well-prepared in advance (Natano, 2023). This is because communities possess a rich repository of cultural, historical, and contextual insights that can enhance the curriculum and ensure its alignment with the aspirations and needs of students. Tristan, Janmaat, and Nitya (2016) contend that a more inclusive curriculum can be fostered by actively involving community members in the curriculum development process. This inclusive approach facilitates the acquisition of knowledge and the construction of learning experiences that authentically reflect local values, traditions, and realities.

Considering the profound impact of culture on the development of responsible and patriotic citizens, it is essential to emphasize UNESCO's 2015 assertion regarding the importance of a culturally responsive curriculum. This approach celebrates and values the rich diversity of cultures within a community and safeguards and preserves the customs and traditions of indigenous people (Yılmaz et al., 2016). To achieve this, it is crucial to collaborate with traditional leaders in decision-making and consistently incorporate a wide range of cultural perspectives into the curriculum. Ainscow (2020) further reinforces the significance of integrating students' cultural backgrounds, experiences, and societal values into the learning process to achieve educational goals. These efforts collectively lead to a more inclusive curriculum, fostering a sense of belonging among students and preparing them to thrive in an increasingly globalized world. This approach acknowledges the unique cultural and historical achievements of emerging communities and works to preserve their distinctive sense of identity amid the forces of globalization and adaptation.

The community is a valuable source of knowledge and traditions, offering a rich cultural heritage and wisdom. It is crucial to foster meaningful dialogues with traditional leaders, families, and community organizations to tap into these resources. This collaborative effort will help us understand local needs and respect cultural practices and enable us to address pressing societal issues together (Barkas et al., 2020). Such an inclusive approach plays a vital role in creating educational experiences that deeply resonate with students, fostering a sense of identity and belonging (Stentiford & Koutsouris, 2022). By promoting ongoing interaction between education and society, we aim to integrate community voices into the curriculum. In the spirit of this, we sought to explore the feasibility of incorporating these voices into the curriculum development process to enhance educational outcomes. To unlock the community's voices, we can draw from community-based knowledge and adopt curriculum development methods that are culturally sensitive and responsive.

Research Questions

This study seeks to provide answers to the following questions.

  1. 1.

    How effectively can community-based knowledge contribute to the enhancement of curriculum development?

  2. 2.

    What approaches can be employed to develop a culturally relevant curriculum?

Theoretical framework

The Social Reconstructionist Model (SRM) developed by George Counts in the 1930s served as the foundation for this study. The SRM underlines education's importance in addressing social problems and promoting societal reform (Herbert, 1995). Its main goal is to support students and make it possible to actively participate in moulding their communities and effecting changes in society (Spring, 2015). This model promotes critical thinking, and social awareness, and motivates students to get involved with real-world problems. According to Herbert (1995), the essential features of the SRM are social awareness, problem-based learning, democratic ideals, community engagement, and the teacher as facilitator.

The concept of bridging the gap between classroom learning and real-world problems and difficulties that exist outside of the educational environment is a central tenet of the SRM. The model supports students to grow up as active and well-informed agents of change within the communities they represent by building and maintaining this vital connection. This approach is based on the premise that education should not be conducted in isolation from the pressing concerns and dilemmas of society. Rather, it should be easily interwoven with communities' immediate and long-term challenges, providing a holistic, important, and encouraging educational opportunity. Furthermore, the SRM emphasizes critical thinking and cultivating an environment in which society encourages people to question, analyze, and deal with the complex problems that define their world. This emphasis on critical thinking not only enriches the learning experience but also provides students with the intellectual tools they need to make a meaningful contribution to social change.

Methodology

The researchers adhered to the guidelines established by Keele et al. (2007) when conducting a Systematic Literature Review (SLR). This comprehensive process involved three distinct phases: planning, conducting, and reporting. During the initial phase, which was the planning stage, the researchers thoroughly examined the necessity of conducting an SLR. They formulated precise research questions and meticulously crafted a review protocol. This protocol was not only developed but also critically evaluated to ensure its effectiveness. Advancing to the second phase, conducting the review entailed several critical steps. This included identifying relevant research materials, conducting a rigorous study selection process, and conducting a thorough assessment of the quality of selected studies. Furthermore, the researchers extracted data and synthesized the information gathered. The third and final phase focused on reporting the review's findings. This stage involved compiling and presenting the research findings, which were derived from the SLR approach used throughout the process.

Review Planning Stage

The researchers took several important steps to prepare for the review. The authors of this study began by developing research questions and an extensive review protocol. This protocol included the definition of specific search terms divided into two categories. The first category was concerned with incorporating Community-Based Knowledge into curriculum development, with search terms such as authentic learning experiences, culturally relevant curriculum, local resources and expertise, community engagement, and needs assessment. The second category focused on collaborative and culturally responsive approaches to curriculum development, with search terms such as cultural diversity, cultural needs assessment, community stakeholder engagement, and professional development opportunities. Furthermore, the researchers carefully chose the search engines to be used for their literature search, opting for Scopus, Web of Science (WoS), the International Bibliography of the Social Sciences (IBSS), and Directory of Open Access Journals (DOAJ) spanning the years from 1978 to 2023. This selection was made based on the broad coverage of scholarly literature, as documented by previous studies (Burnham, 2006; Harzing & Alakangas, 2016; Li & Ma, 2019). In addition to establishing the search parameters, the researchers defined explicit selection criteria to direct their process of article selection. These criteria are presented as follows.

Inclusion Criteria

  1. i.

    Empirical articles, encompassing both research and conceptual studies.

  2. ii.

    Relevance to the central theme of curriculum development rooted in community-based knowledge and the promotion of collaborative and culturally responsive approaches.

Exclusion Criteria

  1. i.

    Articles focused primarily on assessment and evaluation.

  2. ii.

    Studies unrelated to the core theme.

  3. iii.

    Articles centred on cross-cultural teaching and learning.

  4. iv.

    Research about curriculum implementation.

  5. v.

    Publications from low-quality journals.

Based on the above steps, the researchers systematically organized their review process and ensured that the selected articles aligned with their specific research objectives and interests.

Conducting the review

The initial search yielded 306 articles, with 59 duplicates excluded. Subsequently, an initial screening was conducted based on the relevance of each article's title and abstract to the research questions, of this study, as well as considering the journal's quality, which led to the first rejection of 92 articles. Following this, a final round of selection was carried out, focusing on the introduction and conclusion of the papers. As a result, 97 more articles were rejected, leaving a final set of 58 articles for in-depth analysis. The details of the selected articles are presented in Table 1.

Table 1 Articles Selected for the Study 
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Results

The present study's results are organized into two main themes. The first theme explores how community-based knowledge can enhance curriculum development, while the second theme investigates critical approaches to crafting a culturally responsive curriculum. Within each of these major themes, we identified and depicted sub-themes using line charts and pie charts.

Facilitating curriculum development through community-based knowledge

In the context of this article, the term "Community-based knowledge" encompasses the collective repository of information, skills, and insights that emerge, endure, and are passed down within specific communities or social groups (Alharbi, et al., 2020). It predominantly derives from the shared experiences, traditions, and expertise of community members, actively influencing their cultural identity, social unity, and ability to address challenges. This concept is marked by its dynamic nature, continually evolving through ongoing interactions, exchanges, and adaptations within the community, thereby contributing to the community's distinct character and resilience (Roofe, 2021). The article delves into how harnessing this concept can effectively inform curriculum development, highlighting its potential in shaping educational programs. Under this major theme, the researchers identified five distinct subthemes that arose from their analysis of 30 articles, revealing various strategies for incorporating Community-Based Knowledge in the curriculum development process. Among these strategies, the one garnering the most attention in the reviewed literature was "authentic learning experiences," with nine articles dedicated to exploring this strategy. It was closely followed by a "culturally relevant curriculum" and "utilizing local resources and expertise," each with six articles contributing to the discourse. In contrast, "community engagement" and "community need assessment" emerged as less frequently discussed strategies, with only five articles focusing on these areas. Figure 1 depicts the details of the findings.

Fig. 1
figure 1

Promoting Community-Based Knowledge in Curriculum Development

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Critical approaches for developing culturally responsive curriculum

In this study, a culturally responsive curriculum is presented as an educational approach that honours and incorporates the cultural backgrounds and past experiences of learners, fostering intercultural awareness. It recognizes and appreciates the authenticity of students' traditions, attributes, knowledge, and viewpoints as valuable assets for enhancing classroom instruction. This core idea serves to inspire students' engagement in learning and advance the cause of equitable education. To advance the adoption of a culturally responsive curriculum, the authors of this study have examined critical strategies essential for achieving their goals. Therefore, strategies were derived from an analysis of 33 articles, yielding five key subthemes. Among these, cultural diversity emerged as the most extensively covered subtheme with 7 articles, closely followed by cultural need assessment, which was discussed in 6 articles. Furthermore, classroom set-up was identified as one of the approaches supported by 5 articles, community stakeholders' engagement was a subtheme covered in 5 articles, while professional development opportunities were explored in 4 articles. These sub-themes serve as effective approaches to promoting culturally responsive curriculum as illustrated in Fig. 2 for further details.

Fig. 2
figure 2

Approaches for developing a culturally responsive curriculum

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Discussion

The discussion of the study's results is divided into two main themes: one focusing on the enhancement of curriculum development through community-based knowledge, and the other on the utilization of critical approaches to foster the creation of a culturally responsive curriculum. This approach aims to actively engage community perspectives and insights in the curriculum development process.

Facilitating curriculum development through community-based knowledge

Authentic learning experiences

According to Manley et al. (2022), authentic learning experiences can be used to promote community-based knowledge. According to Lombardi (2007), classroom learning becomes more meaningful for students when it is linked to actual life challenges, problems, and contexts. To accomplish this, the curriculum should include tasks or projects that are modelled after real-world contexts and challenges, allowing students to apply their knowledge and skills in meaningful ways. By simulating authentic real-life situations, this approach aims to bridge the gap between theory and practice. Herrington and Oliver (2000) posit that authentic learning experiences include complex, ill-structured problems or tasks that necessitate critical thinking, problem-solving, and decision-making abilities. Students must gain exposure to authentic problems, resources, and people by involving community members as mentors, guest speakers, or project collaborators.

Also, authentic learning experiences demand collaboration and teamwork, illustrating the collaborative atmosphere of real-world work environments (Herrington & Herrington, 2006). Authentic learning experiences, according to research, increase student motivation and engagement by providing a clear purpose and relevance to their learning (Lombardi, 2007). Students are more likely to be motivated and engaged when they understand the reasoning behind their learning. They understand the importance and potential benefits of gaining knowledge or mastering specific skills. This clarity helps them establish connections between their learning and personal goals, enhancing their intrinsic motivation. Curriculum Relevance is another critical factor in fostering student motivation and engagement as learning experiences are related to real-life situations (Herrington & Herrington, 2006). This helps students to understand concepts which can subsequently be applied in practical situations. This will further increase students’ motivation to learn and explore the topic further. The application of learning experiences in real-life situations can be made possible through engagement in hands-on activities, problem-solving tasks, or project-based learning (Malik & Zhu, 2023). These approaches develop the skills necessary for solving authentic problems or creating meaningful products. Vygotsky (1978) asserts that active involvement enables students to construct their understanding and internalize knowledge more effectively than passive learning methods.

Culturally Relevant Curriculum (CRC)

One perspective on the integration of community-based knowledge into curriculum development, as discussed by Seung et al. (2020), centres on the implementation of a Culturally Relevant Curriculum (CRC). CRC seeks to create an educational environment that is not only inclusive but also geared towards fostering cultural understanding, equity, and academic achievement, as proposed by Ladson-Billings (1995). Incorporating CRC into the curriculum would encourage students to develop critical thinking and gain a profound comprehension of social and cultural issues. For example, a CRC approach in history classes may involve teaching students about significant historical events from different cultural and ethnic perspectives, providing a more comprehensive view of the world's history.

Moreover, CRC, as described by Gay (2010), equips students with essential skills to identify and address social inequalities. For instance, in a science curriculum, students can examine environmental issues through the lens of environmental justice, leading them to analyze disparities in access to clean water, air quality, or exposure to environmental hazards in various communities. This critical examination of disparities in the curriculum helps students develop problem-solving skills, enabling them to apply their knowledge to real-world situations and work towards addressing social injustices, as advocated by Sealey-Ruiz (2007). In this manner, education not only imparts knowledge but also equips students with the tools to actively participate in addressing societal issues.

The incorporation of themes related to CRC into the curriculum is instrumental in transforming education into a powerful tool for providing equitable opportunities to all students, irrespective of their cultural backgrounds. As emphasized by Nieto and Bode (2008), CRC serves to empower students to challenge biases and inequalities, allowing them to delve into social justice issues and understand historical and contemporary initiatives aimed at rectifying societal disparities. For example, literature classes can explore works from diverse authors that shed light on social and cultural struggles, encouraging students to engage in thoughtful discussions and act in their communities. By integrating CRC into curriculum development, educational institutions can assist students on their journey toward a more equitable and inclusive world, nurturing a generation of informed, empathetic, and socially conscious citizens.

Local resources and expertise

Moreover, it can be established that community-based knowledge enhances curriculum development through the incorporation of local resources and expertise (Smith et al., 2023). Local museums, historical sites, cultural centres, and community organizations offer rich opportunities for students to engage with their surroundings and learn from community members with specialized knowledge. Buxton (2021) agrees that local resources enhance the curriculum's authenticity, breadth, and depth. Through this, the curriculum becomes more contextualized and relevant, leading to enhanced learning outcomes and engagement among students. UNESCO (2017) recognizes that the curriculum should be tailored to meet the specific needs, characteristics, and aspirations of the local community. Tailoring the curriculum to meet the aspirations of the local community allows for individualized learning experiences (Finnegan, 2022). Students can pursue their interests and talents within the framework of the curriculum, which promotes personalized learning paths and supports their future aspirations. This approach recognizes that each community may have distinct economic, cultural, or social goals, and education may serve as a vehicle for helping individuals make meaningful contributions to the development of their community. Moreover, incorporating local resources and expertise into curriculum development facilitates meaningful connections between students' lives and the subject matter they are learning. As Lewison et al. (2016) suggest, this connection is essential to making education relevant and engaging. Connecting the curriculum to the local context also enables education to address the unique challenges and issues faced by that community (Draper, 2022). For example, if a region is grappling with environmental concerns, the curriculum should be used to emphasize ecological literacy and sustainable practices. In this way, education becomes a tool for creating informed citizens who can actively contribute to resolving local problems. Ultimately, education becomes a dynamic tool for addressing community-specific challenges, nurturing informed citizens, and contributing to local development.

Community engagement

Community-based knowledge plays a pivotal role in shaping curriculum development through active engagement with the local community (Valle et al., 2022). This engagement fosters a collaborative environment where community members, organizations, and stakeholders actively participate in the decision-making processes and initiatives that directly impact their lives and well-being. Through this approach, a sense of ownership is cultivated, leading to a heightened level of commitment and enthusiasm towards the curriculum. Examples of community engagement in curriculum development might include consulting parents and caregivers to understand the specific educational needs of young learners, collaborating with local businesses and industry experts to align vocational training programs with job market demands, or partnering with cultural organizations to incorporate diverse perspectives into the curriculum.

Community engagement can manifest at various levels, such as individual, organizational, and community-wide involvement (Gau, 2022). On an individual level, students and parents can contribute their insights and feedback, while on an organizational level, local institutions and non-profits can offer resources and expertise. At a broader community-wide level, collective input can shape educational policies and initiatives. This inclusive approach as supported by Cushner, McClelland, and Safford (2019), ensures that the curriculum not only reflects the unique needs, interests, and aspirations of the learners but also promotes cultural understanding and social inclusion. For instance, curriculum development in a culturally diverse neighbourhood may involve the integration of diverse cultural perspectives and traditions, providing students with a more well-rounded and inclusive education. This process cited by Yang and Li (2022), is vital for creating a curriculum that is not only relevant but also responsive to the evolving dynamics of the community it serves, enriching it with cultural, social, and economic insights that enhance the overall educational experience for learners.

Community need assessment

To promote effective community-based knowledge, it is essential to adopt a practical and feasible approach like need assessment (Valerie et al., 2020). Need assessment is defined by Checkoway and Aldana (2012) as a systematic process of identifying and prioritizing the needs and gaps within a community or target population. For instance, let's examine a fictional educational setting in a low-income neighbourhood. Through need assessment, it might become evident that students in this area lack access to quality learning resources, and there is a notable achievement gap compared to more privileged areas. This data-driven approach facilitates the prioritization of educational initiatives and the efficient allocation of resources to address these significant challenges. Green and Haines (2015) concur that need assessment is critical for collecting data, analyzing information, and determining the most pressing issues that require attention and resources. This information can lead to collaborative efforts between local authorities, schools, and community members to develop a vibrant curriculum as per the needs of society.

McDonald and Bloodgood (2019) also support that need assessment provides a valuable opportunity for community members to express their opinions, ask questions, and actively contribute to discussions on important issues. This face-to-face interaction fosters direct engagement between community members and decision-makers (Zhang et al., 2018). Consider a scenario where a school hosts a parent-teacher meeting to discuss curriculum and educational concerns. Parents can share their experiences and concerns about the current curriculum and teaching methods. This direct input from the community can inform educators on how to improve the education system, whether by revising curriculum content, enhancing teaching methods, or providing additional support for struggling students. Such events can be organized by schools, parent-teacher associations, or educational reform initiatives in line with the principles of the Shared Responsibility Model (SRM), wherein decision-making, problem-solving, and planning processes are inclusive and involve students, parents, and the broader community. Through this process, educators and other stakeholders can gain a comprehensive understanding of the community's educational needs, thereby resulting in the development of effective interventions and strategies in the field of education.

Critical approaches for developing culturally responsive curriculum

Cultural need assessment

Natasha and Bahr (2014) discovered that cultural need assessment was an essential approach to facilitate the development of a culturally responsive curriculum. Recognizing cultural needs encompasses the incorporation of diverse cultural elements into the curriculum. For instance, within a social studies course, students can explore the historical narratives of indigenous communities and the valuable contributions made by immigrant groups. Additionally, this process entails acknowledging and appreciating multiple dimensions of culture, including language, traditions, customs, values, and beliefs. Gay (2010) agrees that a comprehensive needs assessment is required to understand students' and communities' cultural backgrounds, experiences, and educational needs. Each student brings to the classroom a unique set of experiences shaped by their family, community, and personal backgrounds.

Educators may discover the diverse experiences students have had by conducting a needs assessment, which includes exposure to various resources for learning, extracurricular activities, and social support systems (Natalie et al., 2022). With this information, educators can personalize instruction, provide necessary support, and address any gaps or challenges that students may face. According to Sue and Sue (2016), a cultural needs assessment should include an investigation of the cultural factors that can influence the group's needs. Language, traditions, customs, religion, family structure, social norms, historical context, and migration experiences are examples of such factors. Furthermore, understanding the community resources available, such as libraries, technology infrastructure, or tutoring programs, is critical (Smith et al., 2023). Cultural needs assessments ought to be carried out respectfully and collaboratively, with community members participating actively (Triandis, 1994). Educators should approach the assessment process with cultural humility, acknowledging the community's expertise and actively seeking their advice and input. Educators can use assessment to create targeted interventions, effectively allocate resources, and create personalized learning plans that address the specific needs of students and communities.

Classroom set-up

The set-up of the classroom is a powerful tool for making our curriculum more inclusive and sensitive to the diverse backgrounds of our students. By carefully setting up our classroom space, we can create an environment that welcomes and values the unique experiences and cultural heritages of our students (Patricia et al., 2022). To achieve this, we can use decorations, visuals, and displays that represent a wide range of cultures, ethnicities, and historical figures. For instance, hanging up art from different cultures or showcasing notable figures from various backgrounds can help our students feel like they belong and are appreciated in our class. To be truly culturally responsive, we should also provide flexible seating arrangements that cater to different learning styles and preferences (Nyabando & Evanshen, 2022). This might mean offering various seating options, like traditional desks, collaborative workspaces, and cosy corners. This flexibility empowers students to pick the learning environment that suits them best, giving them a sense of control and a feeling of being included.

Our classroom library and learning materials should also be diverse and reflect the experiences of students from various backgrounds (Melanie & Kathleen, 2022). We can curate a collection of books, articles, and multimedia resources that feature characters, stories, and perspectives from different cultures and identities. This not only deepens cultural awareness but also encourages students to understand and empathize with others. Furthermore, we can make our curriculum more culturally responsive by allowing students to share their cultural heritage and personal experiences within the classroom (Al-Bahrani, 2022). This can be achieved by designating spaces for students to exhibit their projects, artefacts, or stories related to their culture or background. For example, setting up a "Culture Corner" where students can display items, and photographs, or share stories from their lives can be a wonderful addition to the classroom.

We can also incorporate reflective elements like mirrors, art pieces, and activities that encourage students to think about their own cultural identity and any biases they might have. Finally, teachers can integrate curriculum materials that connect students' backgrounds to the subject matter being studied (Ryan et al., 2023). For example, when teaching history, we can explore how various cultures influenced historical events, making the content more relatable to our students.

Culture diversity

Many scholars have identified and emphasized the significance of integrating cultural diversity into the curriculum making it culturally responsive. According to Ladson-Billings (1995), accepting cultural diversity is crucial for promoting a culturally responsive curriculum. This is because each community possesses its own unique cultural, social, and historical characteristics that should be acknowledged in educational materials. Nieto (2002) further highlights the value of incorporating a wide range of cultural resources, including literature, historical accounts, and art, to provide students with a more comprehensive understanding of cultural viewpoints. Adapting the curriculum to honour and reflect cultural aspects allows for the inclusion and representation of local traditions, values, and knowledge systems, as supported by Darling-Aduana et al. (2022). By recognizing the worth of individuals and their cultural backgrounds, students are encouraged to develop a sense of pride and identity.

Hachem and Herrmann (2020) found that fostering cultural diversity in educational settings promotes student engagement, interaction, and collaboration among peers from diverse backgrounds. UNESCO (2017) advocates that embracing cultural diversity equips students to become global citizens. In today's interconnected world, exposure to a variety of cultures helps students develop cultural competence, adaptability, and open-mindedness. They also develop empathy, tolerance, and a shared sense of pride in their collective diversity, as noted by Scanlan (2022). Cross-cultural exchanges, as suggested by Coope (2019), play a significant role in promoting social cohesion and instilling a sense of unity among students. This global perspective of the culture fosters a sense of pride in being part of a broader, interconnected world and equips students with the essential skills needed to navigate diverse environments throughout their lives. Therefore, the incorporation of cultural diversity into the curriculum prepares students to thrive as global citizens, promoting understanding, respect, and unity across cultures.

Community stakeholders’ engagement

Fletcher et al. (2023) postulate that incorporating the voices and perspectives of community stakeholders is another powerful way to make a curriculum more culturally relevant. The members of a community bring a wealth of diverse experiences and insights that are vital for shaping our educational programs. This is aligned with the finding of Eppler and Harju-Luukkainen (2021) that community members, including parents, students, family leaders, and organizational heads, are instrumental in shaping our curriculum. The input of such personalities helps ensure that our educational content accurately reflects the social, cultural, and economic fabric of our community. For instance, the parents may provide insights into the specific needs of their children and the values they uphold in their families. Students can share their own experiences, challenges, and aspirations. Community leaders may offer a broader perspective on the community's cultural traditions and economic dynamics, while organizational heads may have insights into workforce needs. Actively involving these stakeholders in the curriculum development process allows us, as educators, to gain invaluable insights into our community's distinct needs, values, and aspirations.

Anderson (2017) also reminds us that by bringing community stakeholders into our curriculum development, we promote collaborative problem-solving. By working together with these stakeholders, we create a space for open dialogue, idea-sharing, and collective decision-making, as highlighted by Borge et al. (2022). This collaborative effort nurtures a sense of shared ownership and a commitment to our educational programs. Furthermore, by drawing on the knowledge and expertise of individuals from various backgrounds in curriculum development, we can create innovative and effective educational content that aligns with our community's overarching goals and aspirations, as suggested by Kumar and Rewari (2022). This collaborative approach ensures that our curriculum remains responsive to the unique needs and ambitions of our community, as people are more likely to be invested in the success of our educational programs and actively participate in their implementation when they have a say in their design.

Professional development opportunities

Reinsfield (2020) highlights the importance of a different approach to enhancing culturally responsive curriculum, emphasizing the significance of providing educators with professional development opportunities. This aligns with the views of Villegas and Lucas (2002), who stress the critical role of ongoing professional development in equipping educators with the knowledge, skills, and strategies necessary for the effective implementation of a culturally responsive curriculum. Professional development in this context involves equipping teachers with practical tools and techniques to adapt their teaching practices to cater to the diverse needs of their students, as advocated by Bishop and Vass (2020). For instance, educators can acquire the skills to integrate various perspectives and resources into their lessons, cultivate positive classroom relationships, and establish an inclusive and welcoming learning environment.

It can further be established that professional development enables educators to gain a deeper understanding of diverse cultures while providing them with the skills and strategies required to create a truly inclusive and engaging learning environment. As Gay (2018) aptly points out, investing in ongoing professional development serves as a tangible demonstration of educational institutions' commitment to supporting teachers on their journey toward culturally responsive teaching. Ultimately, this investment benefits all students by offering them an equitable and enriching educational experience. As a result, barriers that hinder student progress, such as discrimination, socioeconomic disparities, and unequal resource distribution, can be dismantled, ensuring that every student, regardless of their background, receives an education tailored to their individual needs and opportunities for success.

Recommendations

Based on the findings of this study, the following recommendations could be made.

  1. 1.

    Authentic learning experiences should be used to promote community-based knowledge. This can be achieved when education focuses on providing real-world, practical, and meaningful learning opportunities for students while connecting them to their local communities.

  2. 2.

    A cultural needs assessment is a critical step in the development of a culturally responsive curriculum in developing nations. It ensures that the educational materials and approaches are relevant, inclusive, and effective, considering the specific cultural and contextual characteristics of the target community.

  3. 3.

    It is critical to actively involve members of the community in the development of curricula through the incorporation of their knowledge, expertise, and perspectives. This inclusive strategy guarantees that the curriculum is culturally sensitive, relevant, and contextually appropriate.

  4. 4.

    To create a successful educational program, educators must ensure that the content, instructional approaches, and learning materials reflect the actual life circumstances of the students they serve. This can be accomplished by recognizing and incorporating students' life experiences, thereby making the curriculum more meaningful and engaging for them.

  5. 5.

    To improve future research in curriculum development, researchers should use mixed methods approaches to collect comprehensive data from a larger participant pool. This method enables an enhanced comprehension of community experiences, perspectives, and the efficacy of interventions.

  6. 6.

    Educators can involve communities in curriculum development through a variety of methods, including community-based participatory research, cultural exchange programs, and school-community partnerships. Educators can use these approaches to identify successful models that can be replicated and scaled in various educational settings, fostering collaboration and mutual learning between schools and the community.

Conclusion

This study highlights the importance of integrating community perspectives into the curriculum development process, especially in developing countries aiming to indigenize our education systems. It can be established that curricula are not fixed but rather a reflection of the dynamic interplay of social interactions, values, and cultural contexts. Therefore, this study offers valuable insights into how educational practices can be made more inclusive and culturally relevant. The engagement with community members reveals a treasure trove of community-based knowledge, which can significantly shape the creation of educational opportunities that cater to the unique needs and aspirations of local people.

Moving forward, it is essential to adopt a Social Reconstructionist Model as a guiding principle in curriculum development. This approach emphasizes the recognition and respect of diverse viewpoints and expertise within the community. By actively involving these voices in shaping curricula, educational programs can become deeply rooted in the local environment, reflecting its distinct characteristics, values, and requirements. This collaborative approach empowers educators to design learning environments that resonate with students, promote cross-cultural understanding, and empower individuals within their communities. Furthermore, continued research and dialogue on the integration of community perspectives into curriculum development will be vital in ensuring that education systems evolve in ways that foster inclusivity and cultural relevance, ultimately benefiting the broader society in developing countries and beyond.