Abstract
Previous works have shown the need to contextualize learning in community settings to strengthen identity and social cohesion in culturally diverse contexts. Recently, the “Community Funds of Knowledge and Identity” approach has been suggested with the dual purpose of linking school work with the local context and fostering shared identifications; however, its implementation process has not been described. The objective of this design-based research was to illustrate the creation of an educational project by a study group formed by different social, educational, and community agents in the municipality of Celrà (Catalonia, Spain). Results show the need to foster ecological leadership, recognize previous work, and set a community milestone to articulate the collaborative work. Implications for school and public policies in education derived from the study are also discussed.
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