I have discovered how to have faith in my students’
Negotiating a citizenship education curriculum with vocational education students
Bibliographic Data
| ID | 13009935 |
|---|---|
| Authors | Esther M A Geurts (0000-0003-0520-2253, Maastricht University, corresponding author), Rianne P Reijs (0000-0002-8567-0235, Maastricht University), Hélène H M Leenders (Fontys University of Applied Sciences), Emmy M C Simons (Maastricht University), Maria W J Jansen (Maastricht University), Maria Jansen (0000-0002-1843-139X, GGD Zuid Limburg), Christian J P A Hoebe (Maastricht University), C J Hoebe (0000-0003-1815-0974) |
| Year | 2023 |
| Volume | 22 |
| Issue | 3 |
| Pages | 189-203 |
| Publication date | 2023-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Citizenship Social and Economics Education (JOURNAL) |
| Journal identifiers | ISSN: 2047-1734 • E-ISSN: 2047-1734 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/14788047231225747 |
| OpenAlex | W4390698206 |
| Language | EN |
| References cited | 28 |
Although the curriculum ideally serves the interests of its recipients, student perspectives have been marginalised in curriculum negotiation. Our objective is to better meet the needs and wishes of vocational education students by including them in planning, acting/observing and reflecting on the citizenship education curriculum. In this participatory action research project students were made responsible for designing, developing and delivering a lesson for their peers. Data collection consisted of interviews, focus group discussions and observations during three action rounds involving five classes. Even though many teachers were initially sceptical about their students’ abilities, it turned out that students enjoyed engaging in curriculum negotiation. Students were the main drivers of the curriculum. Relevant factors for implementation were: teachers’ beliefs about student capabilities and attitudes, changing roles and responsibilities, and safe and constructive classroom dynamics. Students were exposed to a wide variety of skills and challenges. Future research should focus on studying the same participants during multiple implementation rounds. Also, opportunities for curriculum negotiation activities within other topics should be explored. Lastly, a more rigid analysis of the learning outcomes as well as the impact on personal development of students and teachers would be recommended
Action research · Curriculum · Focus group · Mathematics education · Medical education · Negotiation · Pedagogy · Sociology · Variety (cybernetics · Vocational education · Collaborative Teaching and Inclusion · Computer Science · Higher Education Practises and Engagement · Medicine · Psychology · Teacher Education and Leadership Studies
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| Citation velocity | historical |
|---|---|
| Highly cited | No |