學生參與的社會階級差異：以教育部課審會學生代表為例

Student Advocacy Tactics in National Curriculum Decision-Making: A Case Study of the National K-12 Curriculum Review Committee in Taiwan

This study uses a constructivist grounded theory approach to explore how students advocate for their voices in national curriculum decision-making, focusing on Taiwan’s National K-12 Curriculum Review Committee. Data were collected from 11 current and former student representatives. The findings reveal that students developed｀acceptance-seeking strategies’to assert their voices within a space that prioritized adults´perspectives. Seeking acceptance and aiming to create change, students were constantly evaluating how their voices would be received by teachers and peers. The study highlights class-based variations in students’advocacy styles, with middle-class students more willing to challenge authority and assert their perspectives, resulting in stronger and more positive responses from adults. In contrast, working-class students may be marginalized due to their reluctance to assert themselves. The study provides a nuanced understanding of student voice and underscores the critical role of students in shaping their space, knowledge, and confidence in participating in educational decision-making.