Social Education in the Classroom: The Dynamics of the Hidden Curriculum
Item
Title
Social Education in the Classroom: The Dynamics of the Hidden Curriculum
Abstract/Description
This paper reviews recent studies on the relationship of classroom life to larger social/political institutions. It analyzes the phenomenon which Philip Jackson has identified as the “hidden curriculum”, that covert pattern of socialization which prepares students to function in the existing workplace and in other social/political spheres. The authors argue that this pattern has been largely ignored by social studies curriculum developers. By ignoring the values contained in the social processes of schooling, social studies developers failed to influence school programs in a fundamental way. To promote a more complete understanding of the dynamics of classroom life and its relationship to the larger society, the authors have identified social processes of school and classroom life which give specific meaning to the term hidden curriculum. They argue that a new set of processes will have to replace existing ones if the goals of social education are to be realized. In the latter part of the paper, a new set of social processes are described which could form the basis for a new and more progressive approach to social studies instruction.
Author/creator
Date
In publication
Volume
7
Issue
1
Pages
21-42
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Theoretical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0093-3104
Citation
Giroux, H. A., & Penna, A. N. (1979). Social Education in the Classroom: The Dynamics of the Hidden Curriculum. Theory & Research in Social Education, 7(1), 21–42. https://doi.org/10.1080/00933104.1979.10506048
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