Abstract
This paper discusses a case study in teacher education in Sweden, focusing on creating spaces for student engagement through co-creating curriculum. It highlights democratic values and a multidimensional learning view as underpinning such endeavors. The main findings are that co-creating curriculum is an ambiguous process entailing unpredictable, thought-provoking, motivational, collaborative, and transformative aspects. The conclusion points to the importance of challenging traditional roles of students and teachers as well as organizational structures and regulations, and argues that academic developers have a vital role in supporting teachers in creating spaces for larger-scale student engagement initiatives.
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