Enabling students to become co-makers of emergent curricula through authentic and collaborative learning

Abstract

A curriculum is supposed to be something that the teachers and authorities would construct. Recently, more studies have focused on student contributions to curriculum development. These studies largely framed listening to student voices in the planning processes. However, actual voices can be heard in the process of running classes, and such needs also help the teachers realign, redesign, and redevelop curricula improvisationally. This is also a ‘co-curriculum’ by listening to the voices of students who stumble. This essay aims to conceptually discuss the possibility of recognising students’ stumbles during the classes as seeds for improvisational curriculum development and design, positioning the students as curriculum co-makers with their teachers. Such attempts require a climate where the right of every student to learn is recognised and valued, and it depends on school leadership and management to highlight the importance that the learning opportunities are provided to every student.

Emergence of the Indicative Societal Cost-Benefit Analysis

“…In line with Saito and Fatemi (2022), this research shows that it is crucial to have educational leadership to enable this approach. This type of leadership, which makes novelty emerge, can be characterized as 'emergent leadership' and defined as a collective behaviour of interacting actors (Van Kemenade, 2021).…”

“…Aforementioned findings are in keeping with the plea of Saito and Fatemi (2022) to discuss "the possibility of recognising students' stumbles during the classes as seeds for improvisational curriculum development and design, positioning the students as curriculum comakers, with their teachers" (Saito & Fatemi, 2022, p. 1). In the development of the Finance course the experiences and voices of students played a crucial role and contributed to the conditions for an emergent development.…”

“…In addition to the last remark, the experiences and voices of students played a crucial role and contributed to the conditions for an emergent development. In fact, this case illustrates how collaborative learning of both lecturers and students, positioning the students as co-makers of this course (Saito & Fatemi, 2022), contributed to the iterative and emergent process of designing a new master course.…”

“…As will be shown in this study, the development of this course proved to be an emergent process in which the input of students played an important role. In fact, this case illustrates an iterative development process which is characterized by collaborative learning of both lecturers and students, positioning the students as co-makers of this course (Saito & Fatemi, 2022).…”

The Impact of Collaborative Learning on Interpersonal Intelligence

“…The term "collaborative" is derived from the Latin word "collaborare," which means "to cooperate" (Barkley, 2014). According to Saito (2022), the collaborative learning model teaches students how to collaborate with friends to find educational resources. In a group learning process known as "collaborative learning," each participant offers their knowledge, expertise, ideas, attitudes, opinions, abilities, and skills in order to collectively deepen the peers understanding (Major, 2020).…”