The term ‘hidden curriculum’ refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. While the ‘formal’ curriculum consists of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills educators intentionally teach to students, the hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school.
The concept of the hidden curriculum is widely used in discussions of schooling and education policy, and it has been an important concept in the field of sociology of education since the 1970s. The term is most often credited to Philip Jackson, who first used the phrase in his 1968 book “Life in Classrooms”. However, the concept of a hidden curriculum has been present in educational theory for much longer.
Origins of the Term ‘Hidden Curriculum’
The term ‘hidden curriculum’ was first used by Philip Jackson in his 1968 book “Life in Classrooms”. Jackson used the term to describe the unintended lessons and values that students learn in school, in addition to the formal curriculum. These lessons and values, according to Jackson, are often more influential in shaping students’ attitudes and behaviours than the formal curriculum.
While Jackson is often credited with coining the term, the concept of a hidden curriculum has been present in educational theory for much longer. John Dewey, a prominent American philosopher and education reformer, wrote about the social function of education and the hidden messages that schools transmit to students as early as the late 19th and early 20th centuries.
Philip Jackson’s Contribution
Philip Jackson’s work on the hidden curriculum was groundbreaking in its time. He argued that schools do more than simply transmit knowledge to students; they also socialise them into certain ways of thinking and behaving. This socialisation process, according to Jackson, is often more influential in shaping students’ attitudes and behaviours than the formal curriculum.
Jackson’s work on the hidden curriculum has had a profound impact on the field of sociology of education. His insights have led to a greater understanding of the social and cultural dimensions of schooling, and they have influenced a wide range of research on topics such as school culture, student-teacher relationships, and the socialisation process in schools.
John Dewey’s Influence
John Dewey, a prominent American philosopher and education reformer, also wrote about the hidden curriculum, although he did not use this term. Dewey argued that schools do more than simply transmit knowledge to students; they also socialise them into certain ways of thinking and behaving. This socialisation process, according to Dewey, is an essential function of education.
Dewey’s ideas about the social function of education have had a profound impact on educational theory and practice. His insights have led to a greater understanding of the social and cultural dimensions of schooling, and they have influenced a wide range of research on topics such as school culture, student-teacher relationships, and the socialisation process in schools.
Components of the Hidden Curriculum
The hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school. These messages can be conveyed through a variety of means, including the structure of the school day, the organisation of classrooms, the behaviours and attitudes of teachers, and the interactions between students.
The hidden curriculum can include a wide range of lessons and values, depending on the specific context of a school. However, some common components of the hidden curriculum include lessons about punctuality, obedience, competition, conformity, and the value of certain types of knowledge over others.
Academic Messages
The hidden curriculum can include a variety of academic messages. For example, schools often emphasise the importance of certain subjects, such as mathematics and English, over others, such as art and music. This can send a message to students that certain types of knowledge are more valuable than others.
In addition, the hidden curriculum can include messages about the nature of learning and intelligence. For example, schools often reward students who are able to quickly memorise and regurgitate information, which can send a message that intelligence is about speed and memorisation, rather than critical thinking and understanding.
Social and Cultural Messages
The hidden curriculum can also include a variety of social and cultural messages. For example, schools often have strict rules about behaviour and appearance, which can send a message to students about what is considered acceptable and unacceptable in society.
In addition, the hidden curriculum can include messages about social hierarchies and power relations. For example, the way that classrooms are organised, with the teacher at the front and the students in rows, can send a message about the power dynamics in society.
Impact of the Hidden Curriculum
The hidden curriculum can have a profound impact on students’ attitudes, behaviours, and future opportunities. While the hidden curriculum can sometimes reinforce positive values and behaviours, it can also reinforce negative stereotypes and inequalities.
For example, research has shown that the hidden curriculum can reinforce gender stereotypes, with boys being encouraged to be active and assertive, and girls being encouraged to be passive and compliant. Similarly, the hidden curriculum can reinforce racial and class inequalities, with students from disadvantaged backgrounds often being tracked into lower-level courses and receiving less academic support.
Positive Impacts
The hidden curriculum can sometimes have positive impacts on students. For example, schools often teach students important life skills, such as time management, responsibility, and teamwork, through the hidden curriculum. These skills can be valuable in a variety of contexts, including the workplace and personal relationships.
In addition, the hidden curriculum can sometimes reinforce positive values and behaviours. For example, schools often emphasise the importance of hard work, perseverance, and respect for others, which can help to shape students’ attitudes and behaviours in positive ways.
Negative Impacts
However, the hidden curriculum can also have negative impacts on students. For example, research has shown that the hidden curriculum can reinforce gender stereotypes, with boys being encouraged to be active and assertive, and girls being encouraged to be passive and compliant. This can limit students’ opportunities and potential, and it can contribute to gender inequality in society.
Similarly, the hidden curriculum can reinforce racial and class inequalities. For example, students from disadvantaged backgrounds are often tracked into lower-level courses and receive less academic support, which can limit their opportunities and potential. This can contribute to social inequality and perpetuate the cycle of poverty.
Addressing the Hidden Curriculum
Given the potential impacts of the hidden curriculum, it is important for educators and policymakers to be aware of it and to take steps to address it. This can involve making the hidden curriculum more explicit, so that students, teachers, and parents are aware of the lessons and values that are being communicated. It can also involve challenging and changing the hidden curriculum, to ensure that it promotes equality and social justice.
There are a variety of strategies that can be used to address the hidden curriculum. These include creating a more inclusive and equitable school culture, promoting critical thinking and reflection among students and teachers, and implementing policies and practices that challenge traditional power relations and hierarchies.
Making the Hidden Curriculum Explicit
One strategy for addressing the hidden curriculum is to make it more explicit. This can involve discussing the hidden curriculum with students, teachers, and parents, and encouraging them to reflect on the lessons and values that are being communicated. By making the hidden curriculum explicit, it can be examined, questioned, and potentially changed.
There are a variety of ways to make the hidden curriculum explicit. For example, teachers can discuss the hidden curriculum with their students, and they can encourage students to reflect on their own experiences and perceptions. Similarly, schools can hold workshops or training sessions for teachers and parents, to raise awareness about the hidden curriculum and to provide strategies for addressing it.
Challenging and Changing the Hidden Curriculum
Another strategy for addressing the hidden curriculum is to challenge and change it. This can involve implementing policies and practices that promote equality and social justice, and that challenge traditional power relations and hierarchies.
There are a variety of ways to challenge and change the hidden curriculum. For example, schools can implement inclusive teaching practices, such as using diverse and representative teaching materials, and promoting collaborative and student-centred learning. Similarly, schools can implement policies that promote equity, such as providing equal opportunities for all students, and providing additional support for students from disadvantaged backgrounds.
Conclusion
The hidden curriculum is a powerful aspect of schooling that can have a profound impact on students’ attitudes, behaviours, and future opportunities. While it can sometimes reinforce positive values and behaviours, it can also reinforce negative stereotypes and inequalities.
Given the potential impacts of the hidden curriculum, it is important for educators and policymakers to be aware of it and to take steps to address it. By making the hidden curriculum explicit, and by challenging and changing it, we can ensure that our schools promote equality and social justice, and that they prepare students for a diverse and changing world.
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