The hidden curriculum implications

Nikšić Rebihić, Edina and Novosel, Višnja. (2018). The hidden curriculum implications. In: 2. međunarodna znanstveno-stručna konferencija "Ka novim iskoracima u odgoju i obrazovanju", 5. i 6. listopada 2018., Sarajevo.

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Abstract

In recent years there are often discussions in public sphere regarding the curriculum, its reforms and its content. The stronger influence of the hidden curriculum than the influence of official curricula is neglected. By realization of an official curriculum, social behaviour is created and promoted, as well as the daily life in the classroom is organized and pupils’ educational values transferred. There are many school activities that are directly or indirectly involved in child raising and which, as such, constitute a hidden curriculum. The hidden curriculum is not a part of the official and public programs, although it makes the regulation of pedagogical interaction and refers to implicit practice specific to an educational area. In fact, it defines what students adopt from the values and norms of teachers, school rituals and procedures, from the physical environment, the relationship between the subjects in school, the school culture, and so on. In this paper we will try to present some of the implications of the hidden curriculum, especially by reviewing a teacher who directs the educational process. Because of the impossibility of unambiguous definition, the authors agreed that the hidden curriculum reflects an unnoticed standardization of relationships within the context of the school and that teacher behaviour patterns are of crucial importance. Therefore, the aim of this paper is to define the concept of the hidden curriculum at its conceptual level as well as its content in the context of school culture, teachers’ implicit theory and its ideological framework.

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