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Empowering Student Voice as Co-Creators in Co-Curricular Activities in Secondary Schools in Tanzania
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Abstract
Despite the potential for students to act as co-creators of knowledge, their voices are often marginalized in favor of "expert" opinions, particularly within primary and secondary education. This qualitative multiple-case study investigated the role of students in planning co-curricular activities (CCAs) across four Tanzanian secondary schools. Data were collected through interviews, focus group discussions, observations, and document analysis. The findings reveal a discrepancy between perception and practice: while students, teachers, and management view student involvement positively, actual participation is severely restricted. Key barriers include top-down management decisions, a heavy institutional focus on examinable subjects, and limited funding. Although students feel empowered to initiate CCAs, final implementation remains strictly controlled by school leadership. Consequently, student influence on curriculum development remains largely theoretical. The study concludes that the school curriculum should shift from a pre-packaged, externally imposed product to a democratic, joint venture. By fostering shared responsibility and trust between teachers and students, schools can transform the curriculum into a collaborative process that genuinely values the learner’s perspective.
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