Hidden Curriculum Essay

2148 Words9 Pages
Introduction The following literature review is an analysis of a number of components of the hidden curriculum, as it was initially conceived in the literature and as it has developed over time. As the adjective proposes, such a curriculum is not obvious and could be understood as the underbelly of the more apparent mandated curriculum. The conversation of hidden curriculum touches on provocative questions of power, authority, inequity, control and political suppression of social class. The concept of hidden curriculum is itself every so often hidden in the literature. Competing Concepts of Hidden Curriculum The notion of a hidden curriculum was established to discuss the implicit or unspoken values, norms and behaviours that are present in the educational setting. While such expectations are not explicitly communicated or written in formal documentation, hidden curriculum is the unstated enforcement and promotion of particular professional standards, behavioural patterns and social beliefs while navigating a learning experiences and/or environment. As soon as hidden curriculum is exposed, it is then capable of being manipulated, changed and negotiated which can ease learner transition, increase academic achievement, promote empowerment, guide design and inform practice. The literature has had some debate about the word “hidden” and its suitability in this context (Vallance, 1973). Some have debated that the word proses purposeful or intentional harm on the part of the educator while others suggest that it only symbolises a descriptor for what which is not apparent or revealed (Cornbleth ,1984). Vallance (1973) suggests that there are three dimensions of hidden curriculum: (1) Contexts of schooling including, classroom structur... ... middle of paper ... ... curriculum can expose through an assessment of the environment and the unforeseen, unintentional interactions between teachers and students which exposed critical pedagogy. The literature on competing concepts of hidden curriculum, hidden curriculum in the K-12 settings and fighting the hidden curriculum as an oppressive force were all presented. Additionally, this literature review presented that each theorist has taken a vital point into deliberation, principally, discovering how pedagogical practices of schooling socialise and inform students. Lastly, several of the theorists claim that the demands of middle and upper class are dominant throughout schooling. Mainly, the notion of resistance and hegemony are essential in the evaluation of hidden curriculum. For that reason, when observing the hidden curriculum of schooling, researchers ought to focus on them.
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