Hidden Curriculum
The hidden curriculum is the set of implicit norms, values, beliefs and expectations that shape the learning experiences of students in formal education. It is not part of the official curriculum, but rather emerges from the interactions between teachers, students, administrators and other stakeholders in the school environment. The hidden curriculum can have positive or negative effects on students’ academic achievement, social development, identity formation and civic engagement.
One of the main functions of the hidden curriculum is to transmit the dominant culture of society to the next generation. This can be beneficial for students who belong to the dominant group, as they can easily adapt to the school culture and feel validated by it. However, this can also be detrimental for students who belong to marginalized groups, such as ethnic minorities, low-income families, immigrants, LGBTQ+ individuals and people with disabilities. These students may face discrimination, exclusion, stereotyping and low expectations from the school system, which can undermine their self-esteem, motivation and performance.
Another function of the hidden curriculum is to prepare students for their future roles in the workforce and society. The hidden curriculum can teach students valuable skills such as teamwork, communication, problem-solving and creativity. It can also instill in them a sense of responsibility, discipline, respect and ethics. However, the hidden curriculum can also reinforce social inequalities and power structures by sorting students into different tracks, streams or levels based on their abilities, interests and backgrounds. This can create a hierarchy of knowledge and skills that privileges some students over others and limits their opportunities and choices.
The hidden curriculum is not static or uniform; it varies across different schools, classrooms and contexts. It is influenced by various factors such as the school’s mission, vision and values; the teachers’ beliefs, attitudes and practices; the students’ backgrounds, identities and experiences; the curriculum content and pedagogy; the assessment methods and criteria; the school climate and culture; and the external policies and pressures. Therefore, it is important for educators to be aware of the hidden curriculum and its effects on students’ learning outcomes and well-being. By critically examining and challenging the hidden curriculum, educators can create more inclusive, equitable and democratic learning environments that respect and celebrate diversity.
References:
– Giroux HA. Theory and Resistance in Education: Towards a Pedagogy for the Opposition. 2nd ed. Westport: Bergin & Garvey; 2001.
– Jackson PW. help write my dissertation Life in Classrooms. New York: Holt, Rinehart & Winston; 1968.
– Margolis E, ed. The Hidden Curriculum in Higher Education. New York: Routledge; 2001.
– Snyder BR. The Hidden Curriculum. Cambridge: MIT Press; 1971.
