Negotiated Curriculum and Democratic Education



Negotiated Curriculum and Democratic Education

Both Negotiated Curriculum and Democratic Education are admirable in that they both pursue and attempt for maximum student engagement, involvement and interest; thus seeking for the highest quality of learning for each individual student. (Boomer, 1992) Both these learning styles distribute responsibility and highlight the rights of both teachers and students. Thus allowing the student’s voice to be heard in the classroom and in what is to be taught or passed as curriculum.

These learning styles include not only what is important to the teacher or the school but also the questions and concerns that students may have about themselves and their world. (Beane, 2005) They are the most empowering learning theories in that they give students a platform to have their voice heard in what the learning topics are and also how the assessment of those topics will be presented and conducted.

They don’t happen by chance but are a result of evident attempts by teachers to put in place arrangements and opportunities that will bring democracy to life in a classroom dynamic. (Apple, 2007) This is done by giving the student a sense of citizenship, freedom and community where critical thinking, empathy and dialogue is intentionally encouraged.

A democratic school will clearly establish the rights and responsibilities of both teacher and students. It requires student participation under the teacher’s guidance and as students move though the school, they take a broader responsibility and involvement in planning, evaluation and curriculum. (Knight, 1985) It is for this reason as to why I suggest that it supports and acts as the foundation in which negotiated curriculum will take place. However not every school or classroom that practices a negotiated curriculum will in return result in democratic education.

By negotiating the curriculum with students, teachers are able to clearly establish not only it’s primary goal of student engagement, but also build on the knowledge and skills that the students need as apposed to what a set curriculum desires students to have. Thus the support and the similarity of democratic education in that, all voices need to be heard to establish the best curriculum for the individual. It deliberately invites students to contribute and modify the educational program, so that they will have a real investment in both the learning journey and in the outcomes. (Boomer, 1992)

As a teacher I can see myself applying aspects of negotiated curriculum in order to get a better knowledge of the students past experience and prior knowledge. One technique that I wish to practice in order to achieve this is using KWL. This assists in the discovery of the aspects of the curriculum students already know or are interested in learning and what areas they are not.

This is valuable information to be able to maximise negotiations of a curriculum that will engage students. As a teacher it is my responsibility to know and understand students’ prior knowledge, experience and their intentions of study to be able to negotiate a curriculum with them to maximise their engagement. (Boomer, 1992)

In one particular case at my project partnership school, I was able to see this in practice. My mentor teacher spent the beginning of a lesson discussing with the students their thoughts of the unit of study and what they wanted to learn in regards to the particular subject.

It was interesting to observe that the practice of these learning theories doesn’t result in a total loss of control and a chaotic classroom management. The teacher counteracted this possibility by setting the parameters in which the students were allowed to negotiate their curriculum. The end result was a highly engaged class, where dialogue was encouraged about different areas regarding the subject.

Democracy is also practiced within the classroom through conflict resolution. How fair and how just are issues resolved? If we are to hear and validate the voice of students in terms of curriculum then also their voice must hold value with conflict resolution. That is to say, to allow students the opportunity to explain themselves and allow them to realise the consequence of their actions.

I-Messages are a very democratic and just way to deal with conflict resolution and being able to give students the freedom to explore themselves which rights and responsibilities are or have been breached. (Tauber, 2007)

Another way that I have seen negotiated and democratic education function simultaneously is through allowing learning reflection or journal time during class. This was a valuable way in which students were able to articulate how they felt towards not only the curriculum but also the culture of the classroom. This was done both verbally and in written format.

My mentor teacher, allows each student to journal as they learn and to verbally share one aspect. Students have the right to share negative or positive reactions and reflections with the class. This usually leads to open discussion in which curriculum is then negotiated for future lessons based on a learning plan written both by teacher and student.

I aim to be a teacher that applies democracy in the classroom in the sense that it promotes community. I would like to apply this aspect by using Jeanne Gibbs’ Tribes Model (Gibbs, 2001) I think that giving the classroom a sense of community, where everyone is valued is important to teach and practice democracy. More so to open discussions about current events in our world and to promote the value of group work.

I intend to have classroom and hold lessons in which all voices are heard and thus promote democracy and achieve a natural bent towards negotiation of the learning unit with the aim to bring the best suited teaching of knowledge and skills for my students.

I would like to see myself as a teacher that values and gives worth to each individual student, honouring their dignity and listening to their ideas, questions and concerns. (Dewey, 1946) To achieve this, I firmly believe that a classroom culture must be set in where mutual respect is of the highest importance. This culture is not based on the physical attributes of the classroom, as in open or closed; but rather to the mindset of the teacher and their views to education.

Reference:

Apple, M.W., Beane, J. (2007) Democratic Schools: Lessons in Powerful Education. 2nd Edition, Heinemann, Portsmouth, NH.

Beane, J. (2005) A Reason to Teach: Creating Classrooms of Dignity and Hope. Heinemann, Portsmouth, NH.

Boomer, G., Cook, C. (ed), Lester, G., Onore, N. (1992) Negotiating the Curriculum: Educating for the 21st Century. Falmer Press, London.

Dewey, J. (1946) Problems of Men. Philosophical Library, New York.

Gibbs, J. (2001) TribesL a New Way of Learning and Being Together. CenterSource Systems, Windsor, CA.

Knight, Tony (1985) “An Apprenticeship in Democracy” The Australian Teacher, No 11.

Tauber, R. (2007) Classroom Management Sound Theory and Effective Practice, 4th Edition. Praeger, Westport, USA.

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