Negotiating the curriculum: realizing student voice

Bron, J., Bovill, C., van Vliet, E. and Veugelers, W. (2016) Negotiating the curriculum: realizing student voice. Social Educator, 34(1), pp. 39-54.

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Many teachers recognise the desirability of involving students in the planning of lessons and units to provide them with responsibility and autonomy. However, not many teachers give students a voice in planning lessons/future learning because it is seen as hard and the barriers can be significant. Moreover, there is a lack of clear practical strategies as to how to open up the curriculum to student input. Yet there are many benefits to being open to student input, especially in Civics and Citizenship education contexts, where student voice, the modelling of democratic processes and discourse, and notions of empowerment are so central. Although our exemplification is drawn here from a Dutch curriculum context, it also draws upon the analysis of the work of Australian scholars by Bron, Bovill and Veugelers (in press). Therefore, we are confident that the ideas that we share here are equally applicable in Australian education contexts and classrooms.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Bovill, Dr Catherine
Authors: Bron, J., Bovill, C., van Vliet, E., and Veugelers, W.
College/School:University Services > Learning and Teaching Services Division
Journal Name:Social Educator
Publisher:The Social Educators' Association of Australia (SEAA)
Copyright Holders:Copyright © 2016 The Social Educators' Association of Australia (SEAA)
First Published:First published in Social Educator 34(1):39-54
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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