Implementing the democratic principles and practices of student‐centred curriculum integration in primary schools

Abstract

Student-centred curriculum integration (CI) is a concept underpinned by democratic education. It places students at the centre of learning, involving them in classroom decisions and curriculum planning. Most research on this approach has been situated in the middle years, but this study focuses on primary schooling.This project examined what happened when three teachers, located in three New Zealand schools, explored the democratic principles and practices inherent in student-centred curriculum integration. The project utilised participatory action research (PAR) methodology supported by multiple data sources. The findings indicated that this form of curriculum design provides relevant, engaging and equitable learning environments. The teachers found that by slowly increasing the level of student inclusion they gained the confidence and competence to collaboratively co-construct curriculum with students.

Mathematics in student-centred inquiry learning: Student engagement

“…understanding (Beane, 1997;Brough, 2012;Dowden, 2010). Here, engagement is seen as being actively occupied with a task or activity.…”

A Catholic curriculum for the twenty-first century?

“…Partly in response to the tumultuous international economic changes attendant on the processes of globalisation, and partly as an inevitable consequence of critical developments in the technologies of knowledge management, educational and curricular authorities across the developed world and in multiple institutional settings have for the past decade and more been engaged in the monumental task of curricular integration (Papanastasiou 2012). The academic banner under which most of these developments now march is commonly that of 'interdisciplinarity': an insistence that contemporary infomatics and communications technologies have effectively blurred the boundaries of the traditional ChristianÁhumanist and Kantian taxonomies of disciplinary expertise, creating entirely novel bodies of knowledge 3 unconstrained by the conventional categorisations of the sciences, arts and humanities and enabling new kinds of synergy and invention between the standard subjects of the orthodox curriculum in school, college and university (Brough 2012). 38 R.A. Davis and L. Franchi There are, of course, sceptical observers of this process, and the traditional subjects have proved resilient in many different institutional settings (Watson 2010).…”

Freedom as Non-Domination, Standards and the Negotiated Curriculum

“…Students who are very young are likely to find the formal processes of deliberation confusing and intimidating. However, research by Chris Jane Brough has demonstrated that children as young as five years old were able to engage in discussion over curriculum aims and objectives (Brough, ). Brough, in the context of primary schools, writes of ‘themes and planning to be collaboratively constructed with students’ (Brough, , p. 347).…”

“…However, research by Chris Jane Brough has demonstrated that children as young as five years old were able to engage in discussion over curriculum aims and objectives (Brough, ). Brough, in the context of primary schools, writes of ‘themes and planning to be collaboratively constructed with students’ (Brough, , p. 347). Whilst it is very difficult to envisage primary school students (for example) participating in highly formal, round table discussions on the curriculum with other stakeholders, Brough, Jean Flutter () and other writers have offered situations (usually classroom based or in more informal settings) in which students are able to articulate their ideas and concerns over the school curriculum as partners with teachers and others.…”