Curriculum in conflict: how African American and Indigenous educational thought complicates the hidden curriculum

Pratt, Alexander B.

doi:10.1080/09585176.2019.1661862

Cited by 10 publications

(5 citation statements)

References 20 publications

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“…Coined by Phillip Jackson in his book Life in Classrooms 3 and often cited in the seminal works of Elliot Eisner, Michael Apple, and others, 4 hidden curriculum is enacted through the covert and implicit messages presented in education, which reinforce a particular narrative, usually one associated with the dominant culture currently in place. 5 The hidden curriculum also manifests in sets of values and beliefs, and teachers participate in this when they make choices about not only repertoire but also decisions to participate in competitions and festivals, their use of seating charts or ensemble hierarchies, the organization of ensembles by voice type or genre, the instruments and pedagogy they privilege, and the educational environment they establish.…”

Section: The Hidden Curriculummentioning

confidence: 99%

Considering the Hidden and Null Curricula in Music Education: Becoming Vigilantly Aware

Knapp¹

2021

Music Educators Journal

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Curriculum is a representation of the ideas that drive music teachers’ decisions in their planning and instruction. Yet some components of curriculum are never written down but are prevalent in a music teacher’s instruction; these components are often called the null or hidden curricula. This article considers what these curricula are, how they play out in the classroom, and what the implications are for students if they go unchecked. Specific teaching examples highlight vignettes of the impact of these curricula for both educators and students. Finally, music educators are invited to consider ways to become aware of these curricula and take steps toward creating more equitable and inclusive spaces.

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Section: The Hidden Curriculummentioning

confidence: 99%

Considering the Hidden and Null Curricula in Music Education: Becoming Vigilantly Aware

Knapp¹

2021

Music Educators Journal

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“…Focusing on the curriculum, we draw attention to the notion of the hidden curriculum which refers to culturally‐based ideologies that operate behind explicitly designed educational content. The concept of the hidden curriculum is traditionally confined to what material should be taught to students in order to make their way satisfactorily through the school and to some extent to the society (Apple, 2018; Pratt, 2020). The traditional view of the hidden curriculum has undoubtedly ‘enhanced our understanding of learning by highlighting a myriad of implicit messages communicated to students in schools’ (Pratt, 2020, p. 98).…”

Section: Introductionmentioning

confidence: 99%

“…The concept of the hidden curriculum is traditionally confined to what material should be taught to students in order to make their way satisfactorily through the school and to some extent to the society (Apple, 2018; Pratt, 2020). The traditional view of the hidden curriculum has undoubtedly ‘enhanced our understanding of learning by highlighting a myriad of implicit messages communicated to students in schools’ (Pratt, 2020, p. 98). It has also helped policy makers and educators to eliminate pernicious educational content by which students are subtly indoctrinated in classes (Pole, 2001).…”

Section: Introductionmentioning

confidence: 99%

The impact of the hidden curriculum on international students in the context of a country with a toxic triangle of diversity

Baykut

Erbil²,

Özbilgin

et al. 2021

The Curriculum Journal

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The hidden curriculum, which refers to the ideologies that remain implicit in educational content, is often studied in the context of developed countries with a colonial past where there are efforts to redress the historical injustice of the colonial past. In this paper, we examine the impact of the hidden curriculum on international students in a country with a toxic triangle of diversity. The toxic triangle of diversity describes a context where there is extensive deregulation, voluntarism without responsibilisation of organisations, and absence of supportive organisational discourses for diversity. Most studies of the hidden curriculum have taken place in countries where there are national laws for equality, institutional responsibility to bias‐proof the curriculum, and supportive discourses for diversity. Drawing on a field study with nineteen international students (nine in the field of business studies and ten in other subject fields), we demonstrate how the hidden curriculum remains unattended and how it is legitimised through macro‐, meso‐ and micro‐level interactions that students have. We show that the hidden curriculum serves to silence different forms of exclusion, loneliness and discrimination that international students experience in the context of a toxic triangle of diversity. We suggest ways forward for undoing the damage done through the hidden curriculum in toxic contexts.

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“…Additionally, it does not consider the diversity of prior experiences, values, relationships to non-dominant epistemologies. An article by Pratt (2019) seeks to allay some of these concerns through conceptualising the Hidden Curriculum through a Black American and Indigenous lens. Pratt argues that it may be more productive conceptualise how racialised students interact with the Hidden Curriculum as a negotiation with conflict and loss.…”

Section: Discussionmentioning

confidence: 99%

Stories All Over the School: Primary Schools, Pākehā Teachers, and the Construction of ‘Culture’

Smith¹

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In recent years there has been a push in New Zealand education for the ‘inclusion’ of Māori (the Indigenous people of New Zealand) culture into the national curriculum in service of improving the educational outcomes of Māori learners. What remains underexplored is the present culture within schools in which Māori culture is to be ‘included’. This study looks at the construction of culture in two mainstream Primary Schools. This ethnographic study was conducted over the course of a school term in two-year 5/6 classes, one in a majority Pākehā school and the other in a majority Māori and Pacific school. I explored the institutional and interpersonal mechanisms that ideas about culture were produced and reproduced through in everyday activities. Settler Colonial Studies, Critical Race Theory, and Critical Whiteness Studies for the theoretical basis for this research. Additionally, I developed a distinctive framework for understanding the findings called the Black and Indigenous Perspectives on Whiteness (BIPOW). Storytelling is a central feature of this thesis. I explore how the stories we tell are powerful transmitters of the understandings we carry about ourselves, each other, institutions, and the nation. I follow in the tradition of Critical Race theorists who use storytelling, narrative and counternarrative, and allegory as a means to decentre Whiteness. I leverage storytelling to illustrate the ways schools and classrooms disseminate ideas about culture and race. I conclude that schools pass on ideas about culture through educational policy, practices, and the hidden curriculum. Whiteness is often tacitly transmitted within schools and classrooms, even in cases where the expressed intention is to be welcoming of and inclusive of diversity. The Pākehā teachers who took part in this research had a limited understanding of culture when it came to themselves but were able to identify aspects of culture in Māori and Pacific ‘Others.’I suggest that if schools in New Zealand want to improve the quality of education for Māori and Pacific students, and indeed all students, they must unsettle taken-for-granted notions of cultural dominance rooted in White supremacy. Inclusion of other worldviews into an existing system is not enough, the perspectives of Indigenous, Black and other racialised groups must be centred if we are to dismantle the edifice of White colonial education.

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Curriculum in conflict: how African American and Indigenous educational thought complicates the hidden curriculum

Cited by 10 publications

References 20 publications

Considering the Hidden and Null Curricula in Music Education: Becoming Vigilantly Aware

Considering the Hidden and Null Curricula in Music Education: Becoming Vigilantly Aware

The impact of the hidden curriculum on international students in the context of a country with a toxic triangle of diversity

Stories All Over the School: Primary Schools, Pākehā Teachers, and the Construction of ‘Culture’

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