The hidden curriculum in leisure: An analysis of a girls' sport subculture

Varpalotai, Aniko

doi:10.1016/0277-5395(87)90058-6

Cited by 8 publications

(2 citation statements)

References 10 publications

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“…However, it is important to note that these identities are constantly intersecting with gender and may promote even greater differences/ similarities in performance on fitness tests, especially when considering the norms and individual tests (Grant 1992;Varpalotai 1987). The PCPFAP assumes that all girls and boys have had the same lived experiences that would enable them to perform in accordance with their respective gender.…”

Section: Ignoring the Intersection Of Individuals' Non-gender Identitiesmentioning

confidence: 98%

A feminist poststructuralist examination into the President’s Challenge Physical Fitness Awards Program

Domangue

Solmon

2009

Gender and Education

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The purpose of this viewpoint is to systematically synthesise the intersection of research that focuses on poststructuralism as related to a physical education discourse (namely President's Challenge Physical Fitness Awards Program). A feminist poststructuralist framework will be used to investigate the ways in which the hegemonic design of norm-referenced youth fitness tests influence students' gendering of the body through the notion of the normalised body. We propose that the tests and qualifying standards that are markedly different for prepubescent girls and boys fosters a gendered continuum that forces some students into dominant positions, while others are pushed to the margins.

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Section: Ignoring the Intersection Of Individuals' Non-gender Identitiesmentioning

confidence: 98%

A feminist poststructuralist examination into the President’s Challenge Physical Fitness Awards Program

Domangue

Solmon

2009

Gender and Education

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“…Pinar discusses how, in some countries: notably Japan and Africa, curricula have had western values embedded in them without critical discussion of whether these values meet traditional indigenous values. The term nevertheless seems to have international currency across disciplines and time (Varpalotai 1987, Perez Morales et al. 2002, Egea‐Kuehne 2003).…”

Section: Introductionmentioning

confidence: 99%

Experiences of supernumerary status and the hidden curriculum in nursing: a new twist in the theory–practice gap?

Allan

Smith

O’Driscoll

2011

Journal of Clinical Nursing

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Aims: to increase understanding about how student nurses' experiences of supernumerary status which are embedded within the hidden curriculum in clinical practice contribute to the theorypractice gap in nursing. Background: current literature suggests that the hidden curriculum exists in many professional curricula and that it functions to socialise students into professional behaviours and practice. However, in nursing, there is a gap in our understanding of how these socialisation processes have been influenced by supernumerary status and what forms the hidden curriculum might take currently in clinical practice. Design: an ethnographic case study design. Method: data were collected in four sites using fieldwork in clinical practice as well as interviews with students, mentors and key stakeholders and an on-line survey of student bodies in four universities. The findings discussed in this paper are drawn from the qualitative fieldwork and interviews and were analysed thematically. Results: the findings suggest supernumerary status is an important aspect of the hidden curriculum in clinical learning for nursing students; that students are expected by trained staff to work while they learn, and that on registration, they expect and are expected to be competent to work immediately as registered nurses. These expectations are at odds with those of academic nurses and contribute to a theory-practice gap for student nurses. These expectations form part of the hidden curriculum which shapes the clinical context and students have to learn to negotiate their status as supernumerary students in practice to meet these expectations. Negotiation includes resistance to these expectations. Conclusions: Consequently, students have to learn within a disintegrated learning context where opposing values of learning exist. Relevance for clinical practice: to re-integrate student nurses' learning, educators in universities and clinical practice have to understand how the hidden curriculum and expectations around supernumerary status among trained staff affect learning for students. Key words Hidden curriculum Clinical learning Student nurses Mentors Supernumerary status Theory-practice gap IntroductionThe hidden curriculum has been identified in many professional curricula including the health professions (Cook 1991, Davies 1993, Mayson & Hayward 1997, Hafferty 1998 Aled 2007). It is via the hidden curriculum that students are socialised into professional behaviours and practice. These socialisation processes are influenced by the roles of experienced professionals who act as practice teachers, mentors and role models for students. However, in nursing, there is a gap in the profession's understanding of how these socialisation processes have been influenced by supernumerary status (if they have) and what forms the hidden curriculum might take currently in clinical practice. This paper aims to fill that gap using data from a national study to analyse student nurses' experiences of, and trained staff's attitudes to supernum...

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“Everybody's looking at you!”: Girls negotiating the “femininity deficit” they incur in physical education

Cockburn¹,

Clarke

2002

Women's Studies International Forum

130

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The hidden curriculum in leisure: An analysis of a girls' sport subculture

Cited by 8 publications

References 10 publications

A feminist poststructuralist examination into the President’s Challenge Physical Fitness Awards Program

A feminist poststructuralist examination into the President’s Challenge Physical Fitness Awards Program

Experiences of supernumerary status and the hidden curriculum in nursing: a new twist in the theory–practice gap?

“Everybody's looking at you!”: Girls negotiating the “femininity deficit” they incur in physical education

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