ABSTRACT
Understanding how curricular innovations get adapted when implemented in culturally and linguistically diverse schooling contexts is critical to making inroads toward the goals of dissemination and scale-up of school reform. This paper examines the role of local context in shaping curricular adaptation through a case study of teachers' implementation of a curricular design which aims to align school and out-of-school communities in mutual benefit partnerships. Our analysis characterizes how this innovation is adapted to meet local goals and suggests the need to make visible in the design how specific structures and strategies can be used in support of local goals.
