ABSTRACT

This 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.

摘要

本文重点关注来自弱势学校环境的智利学生，他们面临着标准的国家课程。它提供了对学生声音的洞察，同时揭示了他们想要学习的内容以及这一决定背后的驱动因素。半结构化访谈揭示了学校社会化过程的力量；对于大多数学生来说，核心课程科目是基础。推动他们做出决定的因素是学校内外的生活，家庭环境和社会经济不平等一直存在。这项研究加强了我们对在制定学校课程时倾听学生声音的重要性的理解。它还进一步加深了我们对学生在学校科目方面想学什么的理解。在定义课程时，这些选择对权力关系有重大影响，