Running head: EMPOWERING STUDENTS IN CURRICULUM

Empowering Students in Curriculum Development

Rogelio Nava Jr.
Concordia University, Texas

EMPOWERING STUDENTS IN CURRICULUM

Empowering Students in Curriculum Development

The article Empowering Students in Curriculum Development by author John Jagersma addresses sheds
light on the importance of student involvement when developing curriculum. He begins by providing a brief
historical summary of the exclusion of students as participants in curriculum design. Jagersma asserts, while the
questions of how to teach students and what to teach students have been asked for decades, they have seldom been
asked of the students themselves (Jagersma, 2010). He defines student voice or participatory design as the
systematic inclusion and empowerment of students in decision making processes of schools, (Mitra and Gross,
2009). He mentions R. W. Tylers widely accepted and practiced approach to curriculum as hierarchical in nature
resulting in a subject or even teacher centered design but notes that although students are not active participants in
their learning, Tyler does purport that student engagement is key in obtaining knowledge. Even Tylers rigid
approach recognizes the student as a participant in the learning process if not in the design and development of the
curriculum they are being taught. The author goes on to explain that students should be included in curriculum
development because student engagement increased when their voices were heard, (Jagersma, 2010). Historically,
high levels of engagement in learning has been linked to learning and academic achievement. He goes on to support
this claim by mentioning that from experience, students who are not actively involved in learning or who sense a
disconnect between themselves and the content objectives tend to shut down and can become obstacles to learning in
and of themselves. Another aspect of student participation in curriculum development and design is that for students
to engage meaningfully there must be clearly defined expectations that the learner must be responsible and capable
(Thompson 2009, p. 674). If this fails to be communicated and enacted then a rift occurs shifting the instruction
back to being teacher led instead of cooperative.
What I found relevant in the article is that it clearly lays out the importance of student involvement in
curriculum design and development. If students are able to become active participants in at least some aspects of the
curriculum process they become invested in their learning and are intrinsically motivated. I especially liked the
authors ability to find evidence of the positive aspects of student curriculum involvement in even the most rigid of
educational approaches.
The premise of this article fits into my existing ideas about curriculum design and development because I
too agree that students should play a larger role in creating their own learning. I have seen the difference in my own
classroom in the success of lessons from when I lead versus when I involve my students, ask their input, value their

EMPOWERING STUDENTS IN CURRICULUM

opinions, cater to their interests, and value and recognize their learning abilities and strengths. When the students
lead discussion, select topics or text they are much more engaged, are more inquisitive, and understand the skills and
content in a much more holistic and deep way.
This article fits into the content we have been discussing in class in that it focuses on involving students as
active participants of curriculum development and design. In our most recent chapter we read about curriculum
development and it too asserts that students should be involved in the process so they take ownership of their
learning.

EMPOWERING STUDENTS IN CURRICULUM

References
Jagersma, J. (2010). Empowering Students as Active Participants in Curriculum Design and Implementation. Online
Submission.
Mitra, D. L., & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships, improving
outcomes. Educational Management Administration & Leadership, 37 (4), 522-543.

Ornstein, A., & Hunkins, F. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston: Pearson.