Curriculum often begins as a set of ideas about what should be taught and learned in schools. Educational scholars describe this formal version as a prescriptive course of study or provincial standard. Westbury (2008) notes that curriculum is frequently presented as an authoritative plan developed by school systems. Aoki (1993) calls these mandated guidelines and lesson units “curriculum-as-plan.” The real challenge is moving from that prescribed plan to a curriculum that connects with students’ everyday lives—what Aoki (1986) calls “curriculum-as-lived.”

Making curriculum relevant requires deliberate strategies that honor the diverse social, cultural, political, and economic contexts shaping learners’ lives. The path from plan to lived experience can be understood in three practical, interrelated steps: awareness, engagement, and activism. Each step helps educators and students bring real-world issues into the classroom in meaningful, ethical, and action-oriented ways.

1. Awareness: Broaden Perspectives and Recognize Difference

Awareness begins when educators and students recognize their own positionality—their perspectives, privileges, and assumptions—and the limits of their immediate social circles. Many people live within narrow networks of friends and colleagues, which can constrain how they perceive the world. By intentionally examining one’s standpoint and listening to others, we begin to appreciate varied lived experiences and differing needs. For example, one teacher or student may never need a mobility ramp, while another depends on accessible entrances every day. Similarly, awareness of racial stereotyping or other forms of bias often emerges through conversations that reveal experiences invisible to some members of a school community.

Practical strategies to build awareness include facilitating structured conversations across diverse groups, incorporating reflective journaling, and using case studies that highlight different realities. Professional development, community visits, and targeted research can also shift perspectives, helping participants lift the curtain on issues they had not previously considered. Awareness alone can be unsettling, however, and many educators need clear next steps to translate newly acquired knowledge into classroom practice.

2. Engagement: Deepen Understanding and Build Knowledge

Engagement is the active pursuit of deeper understanding. It helps learners move from initial surprise or discomfort toward informed action. When students discover systemic inequities—such as unequal access to clean drinking water—they can respond by researching the causes, listening to affected communities, and consulting credible sources. Engagement is personal and sustained: it involves seeking out information, connecting with community organizations, and inviting guest speakers or experts into the learning environment.

Classroom engagement can take many forms: interdisciplinary research projects, partnerships with local groups, service-learning activities, and multimedia investigations that include news reports and firsthand testimonies. These efforts enable students to analyze root causes, identify stakeholders, and consider ethical responses. Importantly, engagement fosters critical thinking and empathy while grounding learning in concrete contexts.

3. Activism: Take Informed, Collaborative Action

When awareness and engagement align, activism often follows as a logical and constructive next step. Activism in schools may begin with small, achievable initiatives—school assemblies to share findings, fundraising for immediate relief, or awareness campaigns—but it can grow into more sustained advocacy. For example, a school that learns about water insecurity might raise funds for short-term solutions while also writing to local decision-makers, organizing community forums, or partnering with advocacy groups to press for systemic change.

Effective activism is collaborative, evidence-based, and respectful of the communities it aims to support. It teaches students how to organize ethically, communicate persuasively, and engage with public institutions. By linking classroom learning to civic action, schools can empower learners to influence policies that affect their lives and the lives of others.

Putting It Together: Making Curriculum Relevant

Relevancy in curriculum comes from intentionally connecting school learning to the lived realities of students and communities. Awareness opens the lens to diverse experiences; engagement builds the knowledge and skills needed to interpret issues; and activism channels those insights into meaningful action. Together, these steps help transform curriculum-as-plan into curriculum-as-lived—an approach that supports inclusive education, critical inquiry, and civic responsibility.

References

Aoki, T. (1986). Address to members of the Canadian Association for Curriculum Studies. CSSE News, 13(3), 2-11.

Aoki, T. (1993). Legitimating a lived curriculum: Towards a curricular landscape of multiplicity. Journal of Curriculum and Supervision, 8(3), 255-268.

Westbury, I. (2008). Making curricula: Why do states make curricula, and how. In F. M. Connelly (Ed.), The Sage handbook of curriculum and instruction (pp. 45-65). Thousand Oaks, CA: Sage.

Author Bio and Contact

Sherry Ramrattan Smith, Ph.D., is a speaker and children’s author focusing on identity, social justice, equity, inclusion, and curriculum design. With more than 30 years as a teacher, workshop leader, and curriculum consultant, she is a committed advocate for equitable education and social justice.

Email: [email protected]

Website: www.atimetolearn.ca