Children’s participation in curriculum decision-making : supporting their rights to be self-determining : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, Aotearoa New Zealand

Abstract

Article 12 of the United Nations Convention on the Rights of the Child (1989; United Nations, n.d.) gives all children the right to participate in decisions on matters of interest to them. Although children spend a significant part of their childhood in school, research demonstrates that children’s participation rights in education are often approached in paternalistic or tokenistic ways by adults. This research study explored how children in a Year 5/6 classroom in Aotearoa New Zealand participated and influenced curriculum decision-making, and specifically how children influence their learning in the classroom. Instigating youth participatory action research (YPAR), I worked alongside children and their teacher in their classroom over three school terms. The children’s experiences were documented and analysed, resulting in a case study that includes three case narratives: (i) curriculum-based learning, (ii) teacher-initiated inquiry, and (iii) child-initiated inquiry. The findings showed the multiple roles children and teacher played in curriculum decision-making, and illustrated how children can be enabled to have active participation in their own learning within the classroom. Using Rogoff’s planes of analysis, the results demonstrated how children engaged in the learning and classroom life through the community, interpersonal, and personal planes. This showcased the role of classroom structures, routines, and peers in how children learn. Through these classroom interactions with peers and teachers, children appropriated new knowledge, skills, and understandings about themselves and their peers. This research demonstrates that children developed self-determining ways of being through their collaborations in learning. A key factor for children’s active participation and influence in curriculum decision-making was their sociocultural participation in classroom activities and events that fostered a collaborative community of practice, connecting to the children’s cultural identity, whānau, prior knowledge, and interests. Autonomy-supportive teaching as a pedagogical approach was evident, highlighting benefits for both children and teacher in supporting children to participate and influence curriculum decision-making. The research offers practical examples of how teachers can engage in a pedagogical partnership with children that gives children opportunities to be self-determining and active agents in their learning, relationships, and school life.