ERIC Number: ED218178
Record Type: RIE
Publication Date: 1982-Jun
Reference Count: 0
Negotiating Implicit Curricula in Social Education.
This paper examines implicit curricula which consist of the messages imparted by the classroom and school environment. Among the outcomes that have been attributed to implicit curricula are individual and societal effects that foster conformity to national ideals and social conventions while maintaining socioeconomic and cultural inequalities. Three elements identified as exerting these influences are organizational, interpersonal, and institutional environments of schools. These influences are discussed, using examples and illustrations from social studies and other subject areas. Organizational aspects of implicit curricula include the arrangement and use of time, facilities, materials, and examinations as well as the manifest curriculum. Interpersonal aspects of implicit curricula typically refer to teacher-student relationships, but might also include other relationships such as teacher-administrator and teacher-parent. Institutional aspects of implicit curricula include the school's policies, routine procedures and rituals, the social structure of the school, and the array of extracurricular activities and services available to students and the community. The paper concludes with a discussion of mediation, negotiation, and change. Schools, with their implicit and manifest curricula, seem to be neither the all power instruments of cultural reproduction as some have claimed nor the centers of resistance and prime sources of emancipation as others have hoped. Instead, schools appear to encompass elements fostering stability as well as stresses that might provide impetus for change. (RM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Hidden Curriculum
Note: Paper presented at the Annual Meeting of the Social Science Education Consortium (East Lansing, MI, June 3-5, 1982).