Prioritising the Voices of Young People: A Pathway to Relational Knowledge
By Dr. Freda Browne

Guest blog post by Dr Freda Browne. Bio follows:

Dr. Freda Browne is an experienced educator and expert in memory and knowledge acquisition. With a background in cognitive psychology, she specializes in teaching strategies that enhance learning and retention. Dr. Browne has worked extensively in both academic and applied settings, helping students and professionals optimize their learning processes. Her research focuses on how memory techniques can improve long-term understanding and recall. As a passionate advocate for effective education, Dr. Browne frequently shares her insights on innovative learning approaches through guest blogs and speaking engagements.

At the heart of this our work as educators ought to be a growing recognition of the importance of including the voices of young people in curriculum change. This inclusion is not merely symbolic; it is central to creating an education system that values relational knowledge and ensures that learning is relevant, inclusive, and empowering. In this day of EDI 'experts', who rush to offer curriculum 'audits', harnessing relational knowledge lies at the core of empowering our school communities to resist external pressures to replace one curriculum narrative with another.

Why Prioritise the Voices of Young People?

Young people are at the forefront of experiencing the curriculum in real time. They engage with the material, question its relevance, and interpret the messages it conveys about the world. Research shows that young people, particularly from marginalised communities, are acutely aware of how education systems often reinforce dominant power structures and exclude non-Western epistemologies. By prioritising their voices, educators and policymakers can tap into this lived experience, gaining insights into the ways that current curricula may perpetuate inequality.

Academic research supports the idea that young people’s engagement with curriculum transformation is key to creating lasting change. A study by Arday and Mirza (2018) highlights that young students, particularly from black and minority ethnic backgrounds, often challenge the narrowness of the curriculum, calling for a more expansive approach that recognises and celebrates the contributions of non-Western societies. Their voices are instrumental in identifying gaps in knowledge, and their input ensures that curriculum reform is more inclusive and reflective of diverse cultural experiences.

Moreover, young people are more likely to value and seek out relational knowledge—forms of understanding that emphasise relationships, community, and interconnectedness. Relational knowledge contrasts with traditional Western approaches to education that focus on individualism and objective knowledge. Young people’s inclination towards relationality offers a crucial pathway to decolonising the curriculum, as it prioritises knowledge systems that are communal, participatory, and context-dependent.

The Role of Relational Knowledge in Decolonising the Curriculum

Relational knowledge is increasingly recognised as a critical component of decolonised education. It emphasises the interconnectedness of individuals, communities, and the natural world, challenging the fragmentation and compartmentalisation that often characterises Western knowledge systems. Scholars like Shawn Wilson (2008) and Linda Tuhiwai Smith (1999) have highlighted how Indigenous epistemologies are inherently relational, grounded in community and a deep understanding of the land, language, and history. These ways of knowing foster a sense of responsibility and care for others, which contrasts with the competitive and hierarchical structures promoted by traditional educational models.

For young people, especially those from Indigenous or non-Western backgrounds, relational knowledge offers a more holistic and meaningful way to engage with the world. By prioritising young voices, educators can harness this relational approach to learning, creating a curriculum that resonates with students' lived experiences and values. Decolonising the curriculum is not simply about adding more diverse content; it is about rethinking the very ways we teach and learn, moving towards pedagogies that value relationships over individual achievement.

Empowering Young People as Agents of Change

Involving young people in the process of decolonising the curriculum is empowering. It positions them not just as passive recipients of knowledge but as active agents who can shape their own educational experiences. Research has shown that when young people feel their voices are heard, they are more engaged in the learning process and more likely to take ownership of their education. According to critical pedagogy theorists like Paulo Freire (1970), education should be a dialogical process, where learners and educators engage in mutual dialogue to co-create knowledge. This approach aligns with the goals of decolonisation, which seeks to dismantle hierarchical structures and promote more democratic, participatory forms of education.

Moreover, young people often bring fresh perspectives and creative solutions to the challenges of decolonising the curriculum. For instance, they are likely to embrace new technologies and social media platforms to connect with global movements and communities that are also working towards decolonisation. This global interconnectedness further supports the idea of relational knowledge, as young people learn to view themselves as part of a larger network of learners and activists.

Challenges and Opportunities

While prioritising young voices in the decolonisation process offers many benefits, it also comes with challenges. Schools and universities are often resistant to change, especially when it comes to altering long-established curricula. Additionally, young people’s voices are sometimes dismissed as naïve or lacking the authority of academic expertise. To overcome these barriers, educators and policymakers must be willing to genuinely listen to young people, creating spaces for their voices to be heard and valued.

One strategy is to establish youth advisory councils or student-led curriculum committees, where young people can directly contribute to decision-making processes. Another approach is to incorporate more participatory research methods in curriculum development, allowing young people to actively engage in the process of knowledge creation. These initiatives not only elevate young voices but also signal a commitment to relational forms of knowledge production, where learning is seen as a collaborative and iterative process.

In summary, with a fundamental rethinking of how we value knowledge and whose voices are prioritised in education, the centring of young voices has the potential to promote a more relational and inclusive approach to learning that honours diverse ways of knowing. Young people’s perspectives are essential to this process, not only because they experience the curriculum first-hand but because they bring valuable insights into how education can be transformed to better reflect the world’s plurality. As we continue to push for curriculum reform, it is crucial that we listen to and learn from the next generation, empowering them as co-creators of a more just and equitable education system.

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References:

Arday, J., & Mirza, H. S. (2018). Dismantling Race in Higher Education: Racism, Whiteness and Decolonising the Academy. Palgrave Macmillan.

Freire, P. (1970). Pedagogy of the Oppressed. Continuum.

Smith, L. T. (1999). Decolonizing Methodologies: Research and Indigenous Peoples. Zed Books.

Wilson, S. (2008). Research is Ceremony: Indigenous Research Methods. Fernwood Publishing.