Hidden curriculum
8 likes15,774 views
The document discusses the concept of hidden curriculum, which refers to the unstated lessons, values, and perspectives that students learn in school. It is defined as the informal and often unintended lessons learned from factors like social structures, teacher behavior, rules, and cultural expectations in the school environment. Some key aspects that contribute to the hidden curriculum are peer pressure, cultural values promoted by the school, curricular topics, teaching strategies, and institutional rules. The hidden curriculum can positively or negatively influence students' development depending on the messages communicated.
Hidden curriculum
- 1. Hidden curriculum Dr.M.Deivam Assistant Professor Department of Education The Gandhigram Rural Institute (Deemed to be University), Gandhigram, Tamil Nadu – 624 302
- 2. Concept of Hidden curriculum • Hidden concepts that describe the often unarticulated and unacknowledged things students are taught in schools and that may affect their learning experiences. There are often unspoken and implied lessons unrelated to the academic courses. Students perceive certain aspects just being in school • The term ‘hidden curriculum’ is attributed to Phillip W. Jackson.
- 3. Meaning of Hidden Curriculum • Unofficial expectations, implicit but expected messages; • Unintended learning outcomes; • Implicit messages arising from the structure of schooling; and • Created by students.
- 4. Definition • Hidden curriculum can be defined as the lessons that are taught informally and usually unintentionally in a school system. These include behaviours, perspectives, and attitudes that students pick up while they are at school. This is contrasted with the formal curriculum such as course and activities and students’ participation
- 5. Characteristics of Hidden Curriculum • Consists of unspoken or implicit academic social and cultural messages that are communicated to students while they are in school; • Coping with continuous evaluation; and dealing with unequal power share. • Has scope for undemocratic teacher behaviour and practices; for high control for student behaviour; for isolation of students from teacher; for valuing content over process; for valuing convergent thinking over divergent thinking; for valuing answering questions than asking questions; for Social comparison.
- 6. Key Features of Hidden Curriculum • Non-academic focus on teaching values and skills apart from official curriculum; consciously or unconsciously hidden at least for a group of students; not written and not explicitly acknowledged; and has potential to lead to positive and negative influences on individuals.
- 7. Aspects of learning contributing for the success/failure of the hidden curriculum. • Social structures of classroom and environment of the school give rise to hidden curriculum. • Teacher’s exercise of authority; • Rules governing the relationship between teachers and students; • Standard learning activities; • Teacher’s use of language, textbooks, and audio- visual aids; • Furnishing, architecture, and disciplinary measures;
- 8. Cont., • Time tables, tracking systems, and priorities to curricular activities; • The physical school environment can be a component of hidden curriculum because it can impact learning. • Peer pressure-Child is ridiculed, teased, and made to feel inferior by peers. • Cultural expectations- The academic, social and behavioural expectations • established by schools and educators communicate messages to students. Low academic expectations, which may lead to negative effects on student’s academic achievement or feeling of self-worth.
- 9. Cont., • Cultural values- The values promoted by schools, educators, and peer groups may also convey hidden messages. For example, some schools may expect and reward conformity, while punishing non-conformity, whereas other schools might celebrate and even celebrate non-conformity. • Cultural perspectives- How school integrates diversity and multicultural perspective may convey both intentional and unintentional messages.
- 10. Cont., • Curricular topics- The subject that teacher chooses for courses and lesson may convey different ideological, cultural, and ethical messages. • Teaching strategies- the way that schools and teachers choose to educate students can convey both intentional and unintentional messages. • School structures-The school programme organised can convey messages to students. For example, non-English speaking students are largely separated from their peers for most of the school day, which effects students’ sense of cultural belonging.
- 11. Cont., • Institutional rules- May communicate a wide variety of intentional and unintentional messages to students. • For example, some school require students to wear school uniforms. Some ban certain types of attire (short shirts, etc.), and others have very liberal clothing policies. The strict dress code policies communicate that students will be judged on appearances of inside and outside of school, while looser policies might communicate that they will be judged on other qualities.
- 12. Reference • KNOWLEDGE AND CURRICULUM, Self-learning Material for B.Ed. Degree Programme (Open and Distance Learning) of First Year, Published by MANGALORE UNIVERSITY, Mangalagangothri - 574 199