Abstract Low-resourced communities across the world face chronic and cumulative adversity that often lacks clear solutions. This adversity manifests itself in various institutions including schools. Professional resources to address this adversity, for example, bullying, poor academic performance, teenage pregnancy, inclusivity, in low-resourced communities, and elsewhere, are insufficient or undermine community partnerships by being highly individualised and disenabling. In this article, the author argues that so far interventions to close the achievement gap in dysfunctional schools have not been at the curriculum level. To address this gap, he proposes the use of the relationship-resourced resilience (RRR) model developed by Liesel Ebersöhn as generative theory. The theory posits that disadvantaged communities can make a difference if the curriculum is sufficiently flexible to accommodate community partnerships. In this article, he argues for a flexible curriculum that accommodates members of the community and teachers as co-creators of knowledge rather than mere transmitters and customers of knowledge.

中文翻译：

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通过调整课程，将资源贫乏社区的学校转变为有利的环境

摘要世界上资源匮乏的社区面临着长期累积的逆境，而这些逆境往往缺乏明确的解决方案。这种逆境表现在包括学校在内的各种机构中。在资源贫乏的社区和其他地方，应对这种逆境的专业资源（例如，欺凌，学习成绩差，少女怀孕，包容性）不足或通过高度个性化和破坏性来破坏社区伙伴关系。在本文中，作者认为，迄今为止，在功能水平不强的学校中，没有采取干预措施来弥补成绩差距。为了解决这一差距，他建议使用由LieselEbersöhn开发的基于关系的弹性（RRR）模型作为生成理论。该理论认为，如果课程足够灵活以适应社区伙伴关系，处境不利的社区可以有所作为。在本文中，他主张采用一种灵活的课程，以容纳社区成员和教师为知识的共同创造者，而不仅仅是知识的传播者和客户。