Who Should Shape School Curriculum Development and Why
This paper examines who should play a leading role in developing school curriculum and why. It argues that the most essential stakeholders are those closest to the educational experience — students, parents and families, community members, and teachers — rather than policymakers who are often removed from the communities their decisions affect. Drawing on Paulo Freire's critical pedagogy and constructivist learning theory, the paper contends that curriculum should be flexible, community-responsive, and collaboratively designed to reflect the genuine needs, values, and aspirations of learners and those who support them.
- Introduction: Framing the Curriculum Question: Defines who should lead curriculum development
- The Case Against Policymaker Dominance: Challenges policymakers' outsized role using Freire
- Constructivism as a Foundation for Inclusive Curriculum Design: Links constructivist theory to stakeholder inclusion
- The Role of Students, Parents, and Community Members: Examines each stakeholder group's specific contributions
- Conclusion: Curriculum as a Collaborative Process: Calls for collaborative, multi-stakeholder curriculum design
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What makes this paper effective
- The paper grounds its argument in recognizable academic sources — Freire's critical pedagogy and constructivist learning theory — giving the position intellectual credibility beyond personal opinion.
- It takes a clear, defensible stance (community, teachers, and students over policymakers) while acknowledging nuance, such as the caveat that younger children may not yet be able to articulate their educational needs.
- The writing moves logically from a personal position, to theoretical support, to stakeholder-by-stakeholder analysis, creating a cohesive argumentative arc.
Key academic technique demonstrated
The paper effectively uses a counterargument strategy: rather than simply listing who should be involved, it questions the conventional prominence of policymakers in curriculum decisions and uses Freire's work to challenge that assumption. This rhetorical move — interrogating the status quo before presenting an alternative — is a strong model for persuasive academic writing.
Structure breakdown
The paper opens with a personal position statement, transitions to a broader theoretical critique of policymaker involvement, introduces constructivism as a supporting framework, then systematically addresses each key stakeholder group. It closes with a brief integrative conclusion. This structure suits a short argumentative essay at the undergraduate level.
Introduction: Framing the Curriculum Question
Who should play a part in developing curriculum for schools, and why? In considering this question, the dominant role players should be the community and the teachers. A community is made up of families and businesses, and both depend on each other for their continued existence — and both have a vested interest in the educational outcomes of learners. Families should have a say in what they want their children to learn, as parents are natural guardians and caretakers. Businesses know what they need and want from future candidates, so their perspective is also important (Pereira et al., 2020). Teachers know what they know, what they can teach, and how they can do it — and so they should also be part of the discussion. Those three groups should come together to identify objectives, values, and pathways to educational success.
The Case Against Policymaker Dominance
Overall, the development of curriculum is a complex process that involves multiple stakeholders, from educators to parents to students to business leaders, policymakers, and more. The involvement of some of these stakeholders is more essential than others. For instance, why do policymakers receive so much consideration in this process when they are so often removed from the actual communities most affected by their decisions? As Freire (2018) notes, pedagogy should not be a vehicle for policymakers to push their agenda onto the next generation — so why should they play a dominant part in curriculum development? Rather, to ensure that the curriculum meets the needs of students and aligns with educational goals and objectives, the most vital stakeholders should be consulted: those nearest the action and those who stand to benefit most from its success. This would include the students themselves, the parents and families, community members as a whole (represented by their leaders), and the educators.
Constructivism as a Foundation for Inclusive Curriculum Design
One of the key theories underpinning curriculum development is constructivism, which emphasizes the importance of active learning and encourages students to construct their knowledge through exploration and inquiry (Bell & Bell, 2020). This approach requires a curriculum that is flexible and responsive to the needs and interests of students — an outcome that can only be achieved through the genuine involvement of all stakeholders in the development process.
Conclusion: Curriculum as a Collaborative Process
Curriculum development is a collaborative process that requires the involvement of various stakeholders. By incorporating the perspectives and expertise of educators, subject matter experts, students, parents, and community members, it is possible to create a comprehensive and effective curriculum that meets the needs and interests of all learners.
References
Bell, R., & Bell, H. (2020). Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education. Journal of Small Business and Enterprise Development, 27(6), 987–1004.
Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing USA.
Pereira, E. T., Vilas-Boas, M., & Rebelo, C. F. (2020). University curricula and employability: The stakeholders' views for a future agenda. Industry and Higher Education, 34(5), 321–329.
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