In education there is a term called the hidden curriculum, which refers to unintended outcomes or lessons taught in the classroom. These mostly encompass the soft stuff like values, beliefs, behaviours and norms that are transmitted through the social environment or the behaviour of the educator.
As a teacher a number of years ago, I was very familiar with the intended curriculum – those activities purposefully designed to bring about certain learning. There was an active process of designing lessons to do this. I was also conscious of how I used space and acted to bring about lessons. Despite all of this, I was still struck when students would tell me what they learned from me or a lesson, and I would be surprised to hear stuff that I was not actually conscious of doing or remembered occurring. These were at times positive lessons, and other times negative experiences. It was striking how so many of the most deeply memorable learning experiences where not from the ‘intentional curriculum’, but from the ‘hidden curriculum’ of the teacher.
Now, this all sounds like a fairly harmless thing if one has a bit of awareness and some emotional intelligence to deal with this stuff. The concept of a hidden curriculum can have a darker side though. An example of a more negative expression is when a school promotes inclusiveness while structuring its classrooms by ranking students according to ability or performance. Research has shown that relationships that are structured and modeled within the classroom can transfer to outside of the classroom. These norms have been seen to influence social groupings Read more