Among social justice efforts to make curriculum more engaging and achieving for "less advantaged" learners, the Funds of Knowledge (FoK) approach, as developed by Moll, Gonzalez and associates (Gonzalez, Moll, & Amanti, 2005; Moll, Amanti, Neff, & Gonzalez, 1992), offers sound conception and a track-record. The Redesigning Pedagogies in the North project (RPiN) significantly embraced this approach (with some methodological differences). In this paper I first outline how curriculum designed around funds of knowledge with use-value in learners' lifeworlds challenges the "exchange"-value power by which competitive academic curriculum selectively privileges cultural capital embodied in elite social-structural positions. I then draw on both RPiN data and FoK literature to examine problematic tendencies to build curriculum around (1) "light" (i.e. positive) but not "dark" knowledge from learners' lifeworlds; and (2) knowledge "contents" but not "ways of knowing and transacting knowledge" (funds of "pedagogy"). In exploring these problem spots, I analyse how systemic boundaries between lifeworlds and schools pose constraints for "recontextualising" funds of knowledge into school curriculum. (Contains 1 note.)