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ERIC Number: EJ1022964
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0159-6306
Belonging and Learning to Belong in School: The Implications of the Hidden Curriculum for Indigenous Students
Rahman, Kiara
Discourse: Studies in the Cultural Politics of Education, v34 n5 p660-672 2013
This paper engages with current educational literature in Australia and internationally, in exploring the implications of the hidden curriculum for Indigenous students. It argues that in schools, most of the learning rules or guidelines reflect the "white" dominant culture values and practices, and that it is generally those who don't have the cultural match-ups that schooling requires for success, such as Indigenous and minority students, who face the most educational disadvantage. Howard and Perry argue that Indigenous students "… need to feel that schools belong to them as much as any child" and that to "… move towards the achievement of potential of Aboriginal students, it is important that Aboriginal culture and language are accepted in the classroom." This paper will also provide a discussion into school-based strategies that are considered effective for engaging Indigenous students with school.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia