Abstract
Student‐centred curriculum integration (CI) is a concept underpinned by democratic education. It places students at the centre of learning, involving them in classroom decisions and curriculum planning. Most research on this approach has been situated in the middle years, but this study focuses on primary schooling. This project examined what happened when three teachers, located in three New Zealand schools, explored the democratic principles and practices inherent in student‐centred curriculum integration. The project utilised participatory action research (PAR) methodology supported by multiple data sources. The findings indicated that this form of curriculum design provides relevant, engaging and equitable learning environments. The teachers found that by slowly increasing the level of student inclusion they gained the confidence and competence to collaboratively co‐construct curriculum with students.
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