I have discovered how to have faith in my students’

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

• Empowering Education

  Ira Shor•Empowering Education•1992

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• Girls, Gender and Physical Education

  Kimberly L Oliver, David Kirk•Girls, Gender and Physical…•2015

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• Rethinking Maternal Sensitivity

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• A guide to using the Theoretical Domains Framework of behaviour change to investigate implementation problems

  Open Access•Lou Atkins, J Francis et al.•Implementation Science•2017

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• Making psychological theory useful for implementing evidence based practice

  Susan Michie•BMJ Quality & Safety•2005

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• ‘ Can we play the real sport?’ Co-creating a student-centered after-school sports club

  Oscar Nuñez Enriquez, Kimberly L Oliver•Physical Education and Sport…•2022

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• ‘The Trouble with Normal’

  Leanne Coll, Mary O’sullivan et al.•Sex Education•2018

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• Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being

  Richard M Ryan, Edward L Deci•American Psychologist•2000

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• Transdisciplinary research in sustainability science

  Open Access•Daniel J Lang, Arnim Wiek et al.•Sustainability Science•2012

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• Producing different knowledge and producing knowledge differently’

  Eimear Enright, Mary O’sullivan•Sport Education and Society•2011

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• It’s nice to have choices

  Tasha Guadalupe, Matthew D Curtner‐Smith•Sport Education and Society•2019

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• Influence of a purposefully negotiated season of sport education on one teacher and his pupils

  Open Access•Zachary Wahl-Alexander, Matthew D Curtner‐Smith et al.•European Physical Education Review•2015

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• Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls

  Open Access•Eimear Enright, Mary O’sullivan•European Physical Education Review•2010

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• Authorizing Students’ Perspectives

  Open Access•Alison Cook‐sather, Alison Cook-Sather•Educational Researcher•2002

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• The "What" and "Why" of Goal Pursuits

  Edward L Deci, Richard M Ryan•Psychological Inquiry•2000

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• Sound, Presence, and Power

  Alison Cook‐sather, Alison Cook-Sather•Curriculum Inquiry•2006

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