How can we understand the singularity of students in relation with the curriculum? In recent curriculum reforms, there has been an active movement to provide personalised learning and to reflect student voice, acknowledging the differences among individual students. Indeed, the assertion of respecting students’ singularity sounds romantic and democratic. However, when considering the relationship between the singularity of students and the public nature of the curriculum, certain conflicting aspects arise. This is because the respect for students’ singularity in learning curriculum content has inherent limitations, as students are required to engage with the public language irrespective of their individual preferences or aptitudes. This paper aims to reconsider how to understand the singularity of individual students in the process of learning the public language of the curriculum, particularly diverging from the dominant perspectives in educational policies and practices today. The inquiry revolves around the relationship between self and others, singularity and publicness, and student and curriculum. To achieve this, I first examine some instances of personalised learning and the characteristics of curriculum redesign recently implemented to emphasise students’ singularity. Next, I critically review the perspectives on the relationship between students’ singularity and curriculum’s publicness, as assumed in the recent curriculum reforms. Finally, I propose an alternative perspective, drawing particularly on Stanley Cavell’s idea of voice.