Empowering Students as Active Participants in Curriculum Design and Implementation

Abstract

Curriculum is constructed with the learner as its central focus. Yet the voice of the learner is largely excluded from the curriculum design and implementation process. The intent of this paper is to seek a deeper understanding of the potential for increased learning when students are included in curriculum design. To support this position, the authors review how curriculum perspectives have historically recognised the absence of student voice in curriculum planning. The analysis is not exhaustive, but hopes to review the work of significant theorists from the past hundred years. Building from this review, a case is presented as to why students should be included in the process. To bolster the philosophical argument in favour of student voice, research-based evidence is reviewed that shows positive results when students are included in the curriculum planning process. The paper concludes with a review of how the Ministry of Education in Alberta is changing its view of the role of the learner.