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<p>This action research investigates the impact of a negotiated syllabus, grounded in the principles of Critical Pedagogy, on fostering student voice, agency, and critical consciousness in a Moroccan high school English as a Foreign Language (EFL) classroom. Drawing on Paulo Freire’s critique of the traditional “Banking” model of education, the study explores how participatory curriculum design empowers students in a context where teacher-centred approaches are deeply ingrained. Data were collected through semi-structured interviews, classroom observations, and student reflections with eight students, aged 15 to 18, who actively participated in the process of syllabus negotiation. Thematic analysis revealed six key themes: (1) empowerment through choice, (2) increased student agency and ownership, (3) development of critical consciousness through discussions on societal issues such as bullying, sexism, and racism, (4) amplification of student’s voice, (5) heightened student motivation and engagement, and (6) implementation challenges. The findings suggest that a negotiated syllabus can transform classroom dynamics and foster deeper student involvement. However, its successful implementation requires careful scaffolding and support to address participation and curriculum alignment challenges. This study contributes to the growing literature on participatory pedagogies by offering insights into how the principles of critical pedagogy can be applied in non-Western educational settings to promote more democratic, learner-centred classrooms.</p>

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Democratizing the EFL classroom: the impact of a negotiated syllabus on student voice and critical engagement

  • 期刊论文

  • 发表日期：

    2025年3月11日

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  • Samira Essabari,
  • Brahim Hiba

摘要

This action research investigates the impact of a negotiated syllabus, grounded in the principles of Critical Pedagogy, on fostering student voice, agency, and critical consciousness in a Moroccan high school English as a Foreign Language (EFL) classroom. Drawing on Paulo Freire’s critique of the traditional “Banking” model of education, the study explores how participatory curriculum design empowers students in a context where teacher-centred approaches are deeply ingrained. Data were collected through semi-structured interviews, classroom observations, and student reflections with eight students, aged 15 to 18, who actively participated in the process of syllabus negotiation. Thematic analysis revealed six key themes: (1) empowerment through choice, (2) increased student agency and ownership, (3) development of critical consciousness through discussions on societal issues such as bullying, sexism, and racism, (4) amplification of student’s voice, (5) heightened student motivation and engagement, and (6) implementation challenges. The findings suggest that a negotiated syllabus can transform classroom dynamics and foster deeper student involvement. However, its successful implementation requires careful scaffolding and support to address participation and curriculum alignment challenges. This study contributes to the growing literature on participatory pedagogies by offering insights into how the principles of critical pedagogy can be applied in non-Western educational settings to promote more democratic, learner-centred classrooms.