To delve into curriculum theory & development we need to look to the past & consider the hidden curriculum. In a general sense, we might ask: (1) What exactly is the hidden curriculum & why should we always keep it in mind? More specifically, we might ask: (2) What two key premises does Giroux put forward & what do they mean for the practices of developing & delivering curriculum? (3) How does Giroux feel about grading? (4) Who does Giroux cite in this article & why is it important to note this?
· DEVELOPING EDUCATIONAL PROGRAMS: OVERCOMMING THE HIDDEN CURRICULUM (1978) – HENRY GIROUX
To further consider sociological dimensions associated with the hidden curriculum we need to reflect on the larger aim of curriculum. In a general sense, we might ask: (1) What should a curriculum set out to achieve? More specifically, we might ask: (2) How does Noddings feel about No Child Left Behind (NCLB)? (3) How does Noddings make a connection between democracy & curriculum? (4) What does Noddings say about safety & surveillance? (5) What sort of alternatives (to surveillance) does she have to offer?
· WHAT DOES IT MEAN TO EDUCATE THE WHOLE CHILD? (2005) – NEL NODDINGS
Portelli & Vibert present a vignette of Emily Carr Elementary School, a place where critical pedagogy is a part of everyday practice. (1) What is Portelli & Vibert’s idea of a curriculum of life? (2) How can critical pedagogy help to re/shape school communities & society? (3) How are student experiences at Emily Carr rooted in context of community? (4) How is a dynamic of reciprocity fostered at the school?
· A CURRICULUM OF LIFE (2002) – JOHN PORTELLI & ANN VIBERT
Additional articles to explore include:
· The Politics of Curriculum (2002) – JANE GASKELL
