An enduring challenges in education arises as we attempt to answer “Who sets the content?” This has traditionally be addressed through adherence to dominant paradigms about knowledge construction in the disciplines. In work associated in particular with feminist pedagogies, Jennifer Lewis and her collaborators have prompted us to reconsider whether and how to incorporate non-dominant perspectives in answering this content. This paper will discuss settings where enabling and centering student voice in classroom and curricula may be the basis of empirical insight for this. This will focus on two settings: past and continuous work on courses for pre-elementary education majors and a new program for advanced biomedical training. The impact of these voices on their own learning, the structure of curricula, and (possibly) decisions about the structure of research programs will be presented through three specific recent cases.

Recentering the classroom and the curriculum: Efforts to support student voice

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.