Bringing Lived Experience into Curriculum Review: A Proposed Participatory Model

Authors

Monica M. Lobenstein, University of Wisconsin-Madison Division of ExtensionFollow
Stepha Velednitsky, University of Wisconsin-Madison, Division of ExtensionFollow
Joanna Skluzacek PhD, University of Wisconsin-Madison Division of ExtensionFollow
Briley Rossiter, University of Wisconsin-Madison, Division of ExtensionFollow

Volume

63

Issue

4

Abstract

Processes for curriculum review and selection vary across Extension but often rest with educators, specialists, and leadership. For many topics, their educational leadership is appropriate. For topics relating to social, cultural, and/or political aspects of people’s lives, Extension professionals may be limited in essential perspectives to select suitable curricula. Curriculum Jams is a five-step process that engages community youth and adults in identifying relevant criteria, which are used to review existing curricula for use in Extension programs and beyond. While challenges exist, multiple process pilot tests illustrated the process's strengths with encouraging results, including responsive criteria and improved relevance in selected curricula.

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Recommended Citation

Lobenstein, M. M., Velednitsky, S., Skluzacek, J., & Rossiter, B. (2025). Bringing Lived Experience into Curriculum Review: A Proposed Participatory Model. The Journal of Extension, 63(4), Article 17. https://open.clemson.edu/joe/vol63/iss4/17