With the decentralisation of educational policies in Australia and in other countries, more teachers, and to a lesser degree, students, are likely to be involved in the development of curricula. This paper argues in favour of greater student participation in curriculum planning in secondary school. An “interactive” curriculum development model is thus proposed to accommodate student/teacher participation in curriculum development, based on a phenomenological approach to education and on three examples of curriculum development which appear to implement phenomenological ideas and provide alternatives to traditional approaches.
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