Middle school curriculum aimed at developing agents of change

Abstract

When middle school teachers and leaders commit themselves to being responsive to the personal concerns of adolescents and the social concerns of their community, it results in opportunities to build capacity in students to be agents of change. This article captures the story of one school’s process in designing and implementing a yearlong curriculum with the ultimate goal of students taking action on an issue of importance to them and determining their own answers to these big questions: Who are we? What can we be? What should we be? What should we do? Throughout an entire school year, these 8th grade students were challenged to engage in critical reflection of their own mind-sets, perspectives, and actions as well as those of their communities.

Keywords:

• agents of change
• democratic education
• interdisciplinary curriculum
• Middle school curriculum

Additional information

Notes on contributors

Michelle Rupenthal

Michelle Rupenthal, M.S., is a doctoral student at Indiana University and an adjunct instructor at Butler University. E-mail: [email protected]

Shelly Furuness

Shelly Furuness, Ph.D., is an Associate Professor and Curriculum Coordinator in the College of Education at Butler University. E-mail: [email protected]