Hidden Education And The Hidden Curriculum

In “The Daily Grind: Lessons in the Hidden Curriculum”, Peggy Orenstein gives an observation of an eighth graders day in math class at middle school. Orenstein in this selection is trying to give the reader a view of how there is a gender gap between girls and boys and how control of power is different between male and female. In the beginning Orenstein states that Mrs. Ritcher the math teacher, “is a ruddy athletic woman with a powerful voice.”(97) While class is in session, Orenstein observes the teacher showing more attention towards the boys then the girls. The author observes that: “Allison, a tall, angular girl who once told me, “My goal is to be the best wife and mother I can be,” raises her hand to ask a question. Mrs. Ritcher, finishing

Critical issues facing educators today include; educational inequity, socio-economic status of students, cultural diversity, stereotyping, dominate cultural paradigms, and social disadvantage. Because of these issues, educators will be best prepared for classroom life if they find ways to adapt and modify the learning environment in order, to provide for inclusive regardless of the learners needs. All children in Australia are presented with the opportunity to attend schools which are designed to be inclusive for any and all abilities. Due to the diverse nature of the school age population in Australia classrooms are made up of an assortment of needs in relation to social, cognitive, and physical areas of learning.

The purpose of this study is to provide empirical evidence of the existence of what the author calls a “hidden curriculum” in schools by observing the types and differences in school work across a spectrum of social classes (Anyon, 1980, p. 67). The rationale for this study is lies in a body of research suggesting that the type of curriculum offered to students is dependent upon their social class (Anyon, 1980). The curriculum variants observed include: behavior expectations and types of knowledge and skills offered. Consequently, the curriculum differences work to prevent movement across social class and prepare students only for the types of employment typical of their social class (Anyon, 1980). Anyon attempts to draw attention to this topic in the United States, as it had been largely ignored at the time (1980).

Curriculums are the roadmaps for schools which provide purpose and direction for administrators, educators, parents, and students. Curriculum typically refers to, “the knowledge and skills students are expected to learn, which includes the learning standards or learning objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects given to students; the books, materials, videos, presentations, and readings used in a course; and the tests, assessments, and other methods used to evaluate student learning.” (Curriculum, 2015, para. 1) Curriculums may come in many shapes and forms, whether they’re purchased as a package at the school or district level or they’re created or refined by educators and

Subtractive Schooling by Angela Valenzuela (1999) is a compelling indictment of our American educational system, and the infrastructure therein. The heart of her work is the tragic narrative of Seguin High School, a case study of an American high school that fails to recognize its primary purpose, to educate students. The book itself is a fascinating blend of research. Within her narrative Valenzuela calls in to sharp contrast the sham that is public

Jean Anyon discusses the “hidden curriculum” that is distributed in various schools throughout this article. The hidden curriculum is the certain things in schools that are not “a part of the curriculum” per say, such as teamwork and collaborative skills, social engagement skills, manners, or rules. When thinking back to past articles I was able to note that Dewey was typically more concerned with the “hidden curriculum” instead of the actual content. Anyon’s article also helped the readers understand that we view the world by others who influence us. Jean Anyon researched five different schools that were

To progress in society, one needs knowledge to further themselves. If one does not gain a good foundation for that knowledge, society will leave them behind. There are certain obstacles that prevent others from pursuing an education such as an inability to access a place of learning, not getting good education from teachers, or just flat out quitting school to make easy money by joining a gang. In Gwendolyn Brooks, “We Real Cool,” seven delinquents quit school to engage in rebellious behavior and in Toni Cade Bambara’s “The Lesson,” a teacher takes several underprivileged children to a high-class toy shop. By using point of view, diction, and symbolism, Gwendolyn Brooks and Tone Cade Bambara show the reader why it is important to learn

It is said that “Most families want to know what is going on in the school and would do a better job of parenting and educating if they knew how.” (MORRISON, 2009, p. 491)

On page 99-100 hidden curriculum is defined as “the attitudes and practices that others model, even though they do not explicitly teach them.” In the book Michael Wilkes gives a good quote explaining that even though we are taught and teach about how to be appropriate and respect different cultures, different health practices etc. the moment we are in a situation where a peer disses, or makes fun of a patient everyone kind of falls into it to be part of a so called “club” to fit in. So actually seeing is doing when training these new professionals, and to achieve true change comes from modeling the behavior that we want to see. My interpretation of the term was pretty close to the way the textbook explained it, that when we are in a professional setting even though we are always taught to have these standards on how we communicate things and deal with others we don't always follow that rule and sometimes like to poke fun at the fact to make our colleagues laugh which isn't always the moral thing to do.

Schools also have a hidden curriculum in which values and norms of behaviour are transmitted. For example, wearing a school uniform and keeping to a set timetable can all be seen as activities that encourage particular standards of behaviour which could be viewed as producing disciplined future workers. Therefore the hidden curriculum implies that pupils not only learn formal subjects such as English or physics but also receive hidden messages about their class, ethnicity and gender from their experience of schooling. Through the choice of teaching strategies and characteristics chosen to be employed by educational institutions it indirectly conveys to students the norms, values and expectations. This is what we refer to as the hidden curriculum. As we will later explore there are many that argue the hidden curriculum and processes within schools help to produce inequalities between children of different social classes. Whitty and Young (1976) view the

Hidden curriculum” refers to unwritten or unspoken rules, expectations, idioms, and metaphors that everyone knows, but are not directly taught. Often, students that lack understanding or knowledge of the unwritten social rules are prone to be bullied, ignored, or misunderstood. Students with learning disabilities struggle with observational skills necessary to understand and interpret these unwritten and unspoken rules. Some of these struggles can be seen in tardiness, use of the cafeteria, location of classes, use of lockers, and much more. Students with learning disabilities can be seen as unmotivated, uninterested, or lazy due to misunderstanding of the unspoken and unwritten rules. Often, students with learning disabilities may misinterpret

Hidden curriculum is not a new concept in the education system, and as a matter of fact, it begins early in a child’s education. According to Sociology: A Down-to-Earth Approach, “hidden curriculum refers to the attitudes and the unwritten rules of behavior that schools teach in addition to the formal education.” This includes rules and expectations. According to The Hidden Curriculum in Higher Education, “hidden curriculum emphasize[s] specific skills: learning to wait quietly, exercising restraint, trying, completing work, keeping busy, cooperating, showing allegiance to both teachers and peers, being neat and punctual, and conducting oneself courteously.” Hidden curriculum sets the standard for what is proper in society. This concept helps

As soon as their teacher, Mrs. Root asked them to settle down, they instantly became silent. This is an example of an unspoken expectation of the teacher and is one of many hidden curriculums that I witnessed in the classroom. Another instance was during instruction; Mrs. Root had asked a question pertaining to shapes and who ever knew the answer, demonstrated this particular hidden curriculum by raising their hand.

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).

According to Blaise and Nuttall (2011), to understand curriculum, we must first understand what is meant by the term curriculum. Within curriculum there are five key concepts, they are the intended curriculum The Intended curriculum is the curriculum that the teachers want the children to experience in order to develop particular knowledge, skills, and attitudes. (Blaise & Nuttall, 2011, p. 82). The enacted curriculum is what teachers want students to experience. important reason why the intended curriculum is enacted differently from teacher to teacher, from classroom to classroom, is that a key part of a teachers work is to interpret the official curriculum, taking into account a wide range of variables that are specific to their classroom and school setting.