What to learn? Curricular interest among socially vulnerable students

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dc.contributor.authorAraneda, Daniel
dc.contributor.authorBekerman, Zvi
dc.contributor.authorRojas, Maria
dc.contributor.authorNussbaum, Miguel
dc.date.accessioned2025-01-20T22:01:57Z
dc.date.available2025-01-20T22:01:57Z
dc.date.issued2022
dc.description.abstractThis article focuses on Chilean students from vulnerable school contexts facing a standard national curriculum. It offers insights into students' voices, while uncovering what they want to learn and the drivers behind this decision. Semi-structured interviews revealed the power of the school socialisation process; for the majority of students, core curriculum subjects are fundamental. The factors that drive their decisions are life in, outside and beyond school, where the family context and socioeconomic inequality are ever-present. This study reinforces our understanding of the importance of listening to student voices when developing school curricula. It also furthers our understanding of what students want to learn in terms of school subjects. These choices have significant implications for relationships of power when defining the curriculum, as well as being framed by a set of rules and an education system that are well-known to the students.
dc.fuente.origenWOS
dc.identifier.doi10.1080/03054985.2021.1956886
dc.identifier.eissn1465-3915
dc.identifier.issn0305-4985
dc.identifier.urihttps://doi.org/10.1080/03054985.2021.1956886
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/93912
dc.identifier.wosidWOS:000679572600001
dc.issue.numero2
dc.language.isoen
dc.pagina.final233
dc.pagina.inicio218
dc.revistaOxford review of education
dc.rightsacceso restringido
dc.subjectCurriculum
dc.subjectstudent voice
dc.subjectschool socialisation
dc.subjectinequalities
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleWhat to learn? Curricular interest among socially vulnerable students
dc.typeartículo
dc.volumen48
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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