Importance Of Hidden Curriculum

Hidden curriculum is one of the most important concepts which build our society. Trends underlying this concept influence and modify children’s thoughts and behavior. Most people even do not understand how strong and controversial the basis they get from schools and universities is. In addition, people generally do not notice the significance of difference between what is said and what is considered, as well as between what is genuinely right and what is right according to the rules. What is hidden curriculum? A lot of aspects of this concept are hidden and unspeakable. Generally, hidden curriculum can be described as values and beliefs, and even lessons which are unofficial, unwritten or unintentional which children get at educational institutions

Through studying the critical pedagogy course we became familiar with a lot of concepts, which are hidden in a curriculum and have a great impact on education. The hidden curriculum in schools “works in a subtly discriminating way to discredit the dreams, experiences, and knowledges associated with students from specific class, racial, and gender groupings” (Giroux, 2009). Sex education, media influences, history silences, psychological, racism, cultural issues, policies and guidelines issues are all challenges of changing those the aspects of hidden curriculum, which significantly shape people’s minds. First, sex education is an important part of children’s development. Let’s leave behind the debate between traditional and

Media influence is the only consequence for specific types of behavior. We get information from media, schools, families, jobs, communities, and all other people’s thoughts form our own opinions with relations. We almost can do nothing with this. Critical analysis is generally all what we have. School teachers, even if they know that homosexual people should be accepted in society, might not like them. When such teachers speak in front of the class their voice and speech can be neutral and polite, but their eyes, gestures and body language will tell what they seem as truth, for example, folding arms, skeptical face impression or pale voice. They can do it even unintentionally. In this case, students will easily accept such type of behavior as a standard. This standard can demonstrate that “we are very good people, so we accept people with other sexual orientation, but, or course, we know, that they are not equal with us, really”. The unspoken message is easily transmitted to an audience whose opinions and preferences are not fully formed. For example, women should marry, have babies and sit at home. In this case, teachers normally assess boys higher, they are most welcome to them and praise them more than girls (McLaren, 2009). This situation happens quite often in western culture. Also, this situation is also related to class differences. Anyon (1980) stated