Tag: Curriculum

Categories
Primary Education

Hidden curriculum II

The hidden curriculum can be defined as the set of rules, customs, beliefs, languages and symbols that are manifested in the structure and operation of an institution (Acevedo, 2010), which are produced in parallel with the intentions of the explicit, manifest or written curriculum, and precisely through the practices with which it is developed. It refers to learning that is acquired by students although these aspects are not included in the official curriculum.

Any environment, including social, recreational and traditional activities, can lead to unintentional learning, since learning is not only connected to schools, but also to the experiences that a person has. In this case, it is at the pre-school or higher education level. It is everything that can be seen and heard, but transmitted and received unconsciously, at least without any recognised intentionality. 

According to Parcerisa (1999), the hidden curriculum transmits, above all, values and attitudes through a process of analysis and reflection, on many other occasions through what Bandura calls “vicarious learning” produced by teachers in their way of acting and through their intervention. 

References 

Acevedo Huerta, J. E. (2010, noviembre). El currículo oculto en las enseñanzas formales. Aspectos menos visibles a tener en cuenta para una educación no sexista. Temas para la educación. Recuperado de: https://www.feandalucia.ccoo.es/docu/p5sd7590.pdf 

Parcerisa, A. (1999). ¿Qué es el currículum oculto?

Authorship

Paula López Peña, Marcos Ruiz Vadillo, Lidia San Emeterio Uslé y Sandra Viso Sotorrío, 2020.

Categories
Primary Education

Silenced cultures

Culture is understood as the set of knowledge, customs, ideas that characterize a  group. In the same society several cultures can coexist, but there is always one  dominant, called “popular culture” that is the most represented and causes the  marginalization of the rest. In this way, a monocultural model develops, in which other  cultures are silenced and represented from the global idea that society has about  them. In the school environment we cannot see represented minority cultures such as  gypsies, transsexuals, Amish and poverty (their way of life, customs, work or jobs,  their history…) since silenced cultures are not mentioned in the curricular materials  because they do not fall within the ideals of the power groups.

One way to change this is to encompass education across cultures. It is important, the  evolution of each culture in contact and exchange with the others. In this way, we will  achieve an enrichment of silenced cultures and, in turn, of popular cultures. (Enguita,  2001). In addition, the coexistence of different cultures can help and improve the  acceptance of new ideas, customs, habits, etc. 

References 

Fernández Enguita, M. (2001). La ciudadanía en la era de la globalización. En M.  Fernández Enguita, Educar en tiempos inciertos (pp. 44-60). Madrid: Morata. 

Torres Santomé, J (2015). Diversidad cultural y contenidos escolares. Revista de  Educación, 345. (pp. 83-110). Departamento de pedagogía, Universidad de A  Coruña

Authorship

Lidia López, Paula Sengáriz, Cecilia Toca y Cristina Urrutia, 2020.

Categories
Primary Education

Hidden curriculum I

The hidden curriculum is transmitted, without an explicit intention, by the faculty. That  is, it is what is transmitted without being aware of it. This make reference to the not  write curriculum. This does not always coincide with what we, as teachers, expect to  teach and even we can find ourselves in situations in which we are unconscious  transmitters of guidelines and values contrary to what we really want to transmit. It is  important to say that always exist an hidden curriculum, because the teachers  can’t´stop make influence on their student body in multiple ways, many of them  unaware. The learning of this type of curriculum occurs, on many occasions, through  what Bandura calls “vicarious learning”. That is, it is learning by imitating the way of  acting of a model figure, such as, for example, the teacher. We have to be clear about  the transcendence of this curriculum, considera all the elements in a doublé  perspective: that of the explicit curriculum and that of the implicit one, to make the  hidden curriculum visible. In addition, we must be clear that neutral education is a myth  since we are always influencing.

References 

Artur Parcerisa Aran. (1999). Eufonía. [Versión electrònica]. Revista Eufonía 17.

Authorship

Margot Fernández y Andrea Ekai, 2020.

Categories
Primary Education

Curriculum as content

https://youtu.be/3mgZnaLnt5o

In an educational environment, this is the more relevant or used  form of defining the Curriculum word. The curriculum is defined as a series of units of  contents in order to carry out an easy learning, supporting the previous units which pupils  already control. The problem of curriculum as content is that it drives out any mention of  the educative process and omits the issues of cultural selection. This meaning of  curriculum could be understood as a tool of spreading the knowledge in a reproductive  way. It is a script that must be followed strictly, ignoring all of the aspects out of the  scholar field.

Authorship

Andrea Castillo García, Celia Barbadillo y Elena Barquín, 2020.