Kamis, 15 April 2010

hidden curriculum

Within the broader context of education, curriculum, as defined above, has a specified location. In stating this case, one can see more clearly exactly what is included within, and excluded from, the curriculum, or what is sometimes referred to as the planned or overt curriculum.
Those planned learnings that students were deliberately exposed to by schools. Nevertheless, students acquired numerous learnings that were not planned and these have become subsequently known as the hidden curriculum.  The same phenomenon occurs in any institution offering an educational program, that is, that learners will acquire planned, intentional learning as well as unplanned, unintentional learnings.
Hidden curriculum has become an accepted and commonly used part of educational discourse in the past decade. Extensive research and writing have addressed multifarious aspects of the concept (Apple, 1983, 1990; Anyon, 1980; Giroux, 1981; Hewitson, 1982; Jackson, 1968; Seddon, 1983). But with what is the hidden curriculum concerned?
…the hidden curriculum refers to the outcomes of education and/or the processes leading to those outcomes, which are not explicitly intended by educators. These outcomes are generally not explicitly intended because they are not stated by teachers in their oral or written lists of objectives, nor are they included in educational statements of intent such as syllabuses, school policy documents or curriculum projects. (Seddon, 1983:1-2; emphasis added)
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