Local Knowledge Integrated in Learning Experiences

Development, smartness, and equity are often defined through cosmopolitan perspectives. Schools communities from rural regions in Portugal must develop additional measures to compensate for structural disadvantages. These serve achieve urban models standards with which comparisons made. This article explores schools community leaders’ strategies integrate place-sensitive knowledge into their students’ educational experiences. place-based approaches developed against the erosion of local may contribute broadening a perspective on development, keeping schooling still accountable contexts. contribution grounds national-level study young people growing up border regions, schools, communities’ resilient approaches, draws semi-structured interviews conducted schools’ head teachers (N=38) policymakers municipalities (N=36). The took place all 38 Mainland that Spain. Findings indicate majority cooperate promote best conditions school success, developing acknowledge as resource curriculum, while meeting demands students families’ expectations high performance standardise exams. Other include incorporation various learning experiences, co-creators active participants local-based subjects focus sustainability environmental challenges, preserving traditions, heritages, patrimony. topics explored context citizenship education, non-formal education activities promoted by or community, purposeful structured projects. Although recognise national policy curriculum flexibility an opportunity incorporate they do not fully benefit this opportunity.