Helen Hedges
University of Auckland

CHILDREN’S INTEREST IN POPULAR culture was clear in my study of interests-based curriculum. Yet, perhaps unsurprisingly, it was a contentious site of curriculum co-construction. This article explores this tension. It argues that interpreting popular culture as ‘funds of knowledge’ might assist teachers to consider a different view of this interest and its potential for curriculum experiences. Examples from four-year-old children and their teachers at a sessional public kindergarten are discussed. Changes in teachers’ understandings and practices related to popular culture, that may have transferability to other settings, are described.

Australasian Journal of Early Childhood – Volume 36 No 1 February 2011

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