This book presents a compelling vision for curriculum futures that prioritises democratic participation and authentic learning over narrow accountability measures. As educational systems worldwide grapple with post-pandemic challenges, climate concerns, and artificial intelligence, traditional approaches seem ill-equipped to address these unprecedented challenges.
Drawing on research from diverse global contexts—from Scotland's governance reforms to AI-enhanced curricula in the MENA region, from self-directed learning environments in England to cross-curricular frameworks in Indian schools—these contributions converge on three consistent themes: the centrality of student agency in learning, the importance of holistic development that integrates academic achievement with well-being, and the need for democratic and participatory approaches to education. The collection documents the harmful effects of neo-liberal approaches that reduce curriculum to measurable outcomes in literacy and numeracy, whilst demonstrating the transformative potential of children's agency and community-grounded learning. Contributors provide compelling evidence that children as young as nine are capable of directing their own learning when provided with appropriate structures and support.
This volume will be essential reading for curriculum specialists, primary education researchers, teacher educators, and policymakers seeking to develop more democratic and inclusive approaches to curriculum design in contemporary educational contexts. This book was originally published as a special issue of Education 3-13: International Journal of Primary, Elementary and Early Years Education.
This book presents a compelling vision for curriculum futures that prioritises authentic learning over narrow accountability measures. As educational systems worldwide grapple with post-pandemic challenges, climate concerns, and artificial intelligence, traditional approaches seem ill-equipped to address these challenges.
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