Disrupting the Syllabus: Co-Creation as Liberation
Abstract
In this Mentoring the Emergent Scholar (MES) session, the presenters seek to unsettle entrenched narratives about expertise and academic hierarchy in higher education by challenging one of its most venerated hegemonic structures: the syllabus. While progressive approaches to diversifying curricula often center previously historically under-represented perspectives, curriculum design remains largely curated by experts and then presented to students. This process reinforces a top-down hierarchy of power that can undermine socially just intentions. The presenters aim to challenge the perceived inevitability of this model by introducing techniques through which students co-construct syllabi with their professors, redistributing power and inviting students to participate meaningfully in shaping their educational experiences. The session will focus on the concept of a charrette, a planning method originating in the field of architecture. A charrette is a collaborative process in which all stakeholders contribute to aspects of design and planning—whether for a building or a syllabus. The syllabus charrette directly challenges hierarchical power structures in curriculum design, positioning students as co-creators of knowledge rather than passive recipients. The session will begin with an exploration of the theoretical implications of the charrette, drawing on Paulo Freire’s concept of dialogic education and Jacques Rancière’s critique of explication and stultification (Freire, 2018/1970; Rancière, 1991, p. 7). Following this, participants will be invited to engage in creative, decentered play that allows for an imaginative exploration of the charrette's liberatory potential. The session will conclude with a reflection on the charrette's capacity to both redistribute authority in the classroom and amplify marginalized voices in shaping course content.
Presentation Description
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Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Thomas-Reid, Matthew and Varker, Frannie, "Disrupting the Syllabus: Co-Creation as Liberation" (2025). Curriculum Studies Summer Collaborative. 2.
https://digitalcommons.georgiasouthern.edu/cssc/2025/2025/2
Disrupting the Syllabus: Co-Creation as Liberation
In this Mentoring the Emergent Scholar (MES) session, the presenters seek to unsettle entrenched narratives about expertise and academic hierarchy in higher education by challenging one of its most venerated hegemonic structures: the syllabus. While progressive approaches to diversifying curricula often center previously historically under-represented perspectives, curriculum design remains largely curated by experts and then presented to students. This process reinforces a top-down hierarchy of power that can undermine socially just intentions. The presenters aim to challenge the perceived inevitability of this model by introducing techniques through which students co-construct syllabi with their professors, redistributing power and inviting students to participate meaningfully in shaping their educational experiences. The session will focus on the concept of a charrette, a planning method originating in the field of architecture. A charrette is a collaborative process in which all stakeholders contribute to aspects of design and planning—whether for a building or a syllabus. The syllabus charrette directly challenges hierarchical power structures in curriculum design, positioning students as co-creators of knowledge rather than passive recipients. The session will begin with an exploration of the theoretical implications of the charrette, drawing on Paulo Freire’s concept of dialogic education and Jacques Rancière’s critique of explication and stultification (Freire, 2018/1970; Rancière, 1991, p. 7). Following this, participants will be invited to engage in creative, decentered play that allows for an imaginative exploration of the charrette's liberatory potential. The session will conclude with a reflection on the charrette's capacity to both redistribute authority in the classroom and amplify marginalized voices in shaping course content.
