In this article we discuss a collaborative research project meant to ground community members’ voices in curriculum design. We argue that performing collaborative research with students and parents can better inform curriculum design decisions, particularly for communities whose identities, knowledge(s), and ways of being have been historically marginalized. Building from the culturally responsive curriculum literature, we have developed a culturally grounded curriculum development approach. We illustrate the approach through discussing a case of its development and implementation with an educational nongovernmental organization (NGO) that provides access to secondary school for Quechua (Indigenous) young women in Peru. This article reflexively reports the process of the NGO’s collaborative inquiry project to cocreate meaningful educational opportunities with the students and parents. We then discuss dilemmas of interpretation that arose when incorporating community voices into curricular decisions, and how the collaborative curriculum approach can apply to formal and nonformal learning spaces in other contexts.

中文翻译：

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Salir Adelante：与边缘化社区合作开发以文化为基础的课程

在本文中，我们讨论了一个合作研究项目，旨在让社区成员在课程设计中发表意见。我们认为，与学生和家长进行合作研究可以更好地为课程设计决策提供信息，特别是对于身份、知识和生活方式在历史上被边缘化的社区。我们以文化响应性课程文献为基础，开发了一种以文化为基础的课程开发方法。我们通过与一个教育非政府组织 (NGO) 讨论其制定和实施案例来说明该方法，该组织为秘鲁的克丘亚语（土著）年轻女性提供中学教育机会。本文反思性地报道了非政府组织合作探究项目与学生和家长共同创造有意义的教育机会的过程。然后，我们讨论了在将社区声音纳入课程决策时出现的解释困境，以及协作课程方法如何适用于其他环境中的正式和非正式学习空间。