ASSIGNMENT 2 EDU 302

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Athabasca University, Calgary *

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Sociology

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Feb 20, 2024

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ATHABASCA UNIVERSITY ASSIGNMENT 2 COURSE CODE: EDUC 301 COURSE TITLE: EDUC. ISSUES & SOCIAL CHANGE 1 1. Compare the “hidden curriculum” identified by S. Contenta with the underlying norms and values of “Indian education” highlighted in the DVD Childhood Lost’ and the readings by Titley, Levaque, Gresko, and Wilson.

Education is designed to serve a variety of purposes in today's youth culture. For instance, the way education is structured teaches young people how to be better people and well-prepared for life. There is a standard curriculum that is taught by teachers using textbooks, and there is also a hidden curriculum. The “hidden curriculum” is a sociological concept developed by Philip Jackson in his 1968 book Life in classrooms . Jackson uses the term to describe the unofficial “3Rs”— rules, routines, and regulations—that pupils must learn to survive comfortably in most classrooms(Athabasca). The concept of the "hidden curriculum" is used by theorists to argue that, in addition to academic subjects and explicitly taught curricula, teachers also implicitly convey to students a set of norms, attitudes, and values or principles. The hidden curriculum encourages social control in society as well as in schools. When attempting to conceptualize how the "hidden curriculum" is implemented in the classroom, the use of the word "hidden" can present challenges. Roland Meighan (1981, p. 54) asks whether it is hidden intentionally to manipulate or persuade, because nobody notices or recognizes it, or because it has been forgotten or neglected. “Hidden curriculum” is therefore a contentious term and can be viewed from a variety of sociological perspectives. Most of the time, there is a big difference between the formal curriculum and the hidden curriculum. Lessons, learning events or activities, knowledge, or skills that teachers influence their students are all part of the modern curriculum. On the other hand, the unspoken cultural, academic, or social messages that students learn about through a variety of events are part of the hidden curriculum. The issue of the hidden curriculum in Canadian residential schools in the 19th century was the subject of numerous authors' discussions. S. Contenta (1993), pointed out that residential schools employed a factory approach that placed students on a production line and instilled them with religion, culture, and knowledge. As a result, graduates go on to play important roles in society.

In the movie, Childhood Lost the effects of the hidden curriculum in residential schools are shown through actual evidence. The idea that these institutions provided more than just education is supported by several authors as well. Through comparison with S. Contenta's definition of the true meaning of the hidden curriculum, some residential schools destroyed students' sense of self and identity. Contenta claims that, despite the system's good intentions, teachers abused it due to their powerful responsibilities of discipline and moral behavior (Contenta, 1993). By emphasizing strict moral observance, teachers were required to maintain school order and conduct. According to Levaque's reading, among other requirements on the list, Indian parents wanted teachers to teach their children discipline (Levaque, 1990). As a result, parents had high expectations for their children's behavior and learning from their teachers. The obligation to follow up with superiors gave teachers authority, which led some students to follow unacceptable rules. As a result, educators accepted irresponsible behavior, which was communicated through the curriculum. Examining how Indian education reinforced the hidden curriculum; Positive values were not sown as a result. As watched in the film Childhood Lost, a few educators mishandled understudies, physically, genuinely, and sincerely and this made a horrible encounter for the children (Filmwest, B.C,1998). Titley (1992), in a reading, agrees with Contenta that the Indian education system of the time did not accomplish its intended goals. Relationships were hindered by the negative hidden curriculum that was prevalent in many schools. The majority of students lost their cultural identity, their generational education, and the formal skills they had learned in school. Contrasting what Contenta says regarding the hidden curriculum that it ought to communicate quality standards, mentalities, and ways of behaving through a powerful coordinated effort, this was not the situation with Indian schooling. Understudies' involvement with private schools under white instructors affected their perspective on life and mental self-view. Students did not

receive better care when they were away from their parents, as depicted in the movie Childhood Lost. Instead, a teacher sexually abused them and physically assaulted them. Female educators harassed boys as well as girls aged 7, 8, and 9. A female student was forced to use her toothbrush to brush the stairs, which she would later use to clean her teeth with it. Native Americans were thus doomed by the hidden curriculum. The curriculum revealed that native people were less important to white people and made students less interested in sexuality. According to Gresko (1979), settlers in the Indian community viewed the natives' way of life— such as the hunting of buffalo—as primitive, which resulted in the prohibition of certain practices. Native Indians hoped to survive by assimilating into European society, according to a reading by Wilson (1986). According to Levaque (1990), residential schools were crucial in educating native people and introducing them to civilization. In addition, the author asserts that residential schools were a component of a political and social system that was segregated. As a result, it suggests that a hidden curriculum was used in school to communicate what the larger society had. A rebellion was started when the hidden curriculum was compared to Indian education's fundamental values or standards. People who experienced private schools accepted that learning foundations altogether wrecked them. Instances of strategies utilized by private schools included a judgment of locals' social exercises. From this perspective, there was a conflict between the native people's culture and the civilization brought about by formal education. According to Gresko (1979), residential schools strengthened a form of rebellion rather than awakening certain cultural practices like dancing. In conclusion, the teaching method employed in residential schools promoted a hidden curriculum that distorted moral standards and values. The structure and nature of educational institutions suggest a hidden curriculum. When students develop and demonstrate skills that are focused on a task or engage in personal interaction, the school's success can be significantly

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