Since the mid-20th century, the concept of the hidden curriculum has drawn the attention of educators and researchers. The first to address this concept was Professor P.W. Jackson, who in 1968 defined it as the "set of learning that is transmitted parallel and simultaneously to the manifest curriculum in the organization and teaching of an educational center".
However, its influence goes beyond what teachers and students consciously perceive. The hidden curriculum is transmitted inadvertently, shapes the beliefs, values, attitudes and expectations of the entire educational community. In addition, these invisible learnings leave their mark on the lives of students.
The hidden curriculum has the power to influence the way in which teachers relate to students, although many times the teachers themselves are not aware of it. Also in how students perceive the world. And, ultimately, in how our society is built.
There are some traditional pillars of the hidden curriculum that shape education in schools. For a long time, gender roles have been an inherent part of it.
Thus, stereotypes have been perpetuated that assign women tasks related to upbringing and the home, while men have been associated with more physical activities and more prestigious professions. The best example of this can be seen in the people in charge of cleaning and catering in schools, a task that is mainly carried out by women.
Another pillar is social norms and expectations. These norms dictate how one should behave and what is considered acceptable in society. For example, the idea that students should be obedient, quiet and submissive. Also, that students respect the rules without questioning them is part of the hidden curriculum.
Hierarchy and authority are other traditional pillars by which teacher-student relationships are often assumed to reflect power dynamics. Thus, teachers occupy a position of authority and students are seen as passive recipients of knowledge. This structure can limit the active participation of students and their ability to challenge established ideas.
Finally, spatial and material resources (and their use) within the teaching and learning process also constitute another traditional pillar. Multiple studies have pointed out the influence of images in textbooks on student expectations or how the distribution of playgrounds allows, given the passivity of teachers, some male students to monopolize the play space. While the rest of the students are forced to occupy residual areas of these spaces.
The transmission of the hidden curriculum has also evolved over time. One of its main manifestations occurs through technology. In the digital age, students are exposed to a constant flow of information through social networks and online platforms.
These media convey implicit messages about gender, race, social class, and other aspects of identity that can influence how youth perceive themselves and others.
The role of teachers in this area is fundamental. Educators, consciously or not, exert a powerful influence on the lives of their students. Your expectations, comments and attitudes can reinforce stereotypes or encourage an open and fair mindset.
For example, a teacher who praises male students more in mathematics or computer science may reinforce the belief that women are not good at this subject, while an inclusive and equitable approach promotes equal opportunities for all.
The hidden curriculum also plays a crucial role in addressing contemporary challenges that demand special attention. As we grapple with the climate crisis, it is essential that environmental responsibility and sustainability be promoted in all areas of learning. This implies promoting attitudes and behaviors that respect and protect our natural environment.
Furthermore, the hidden curriculum has a direct impact on inclusion and diversity. In an increasingly globalized world, students must learn to value and respect cultural and ethnic differences. In this way, you can contribute to the formation of an inclusive mentality through empathy, respect and mutual understanding.
Finally, as we said at the beginning, gender equality continues to be a major challenge in education. Despite the progress made, gender stereotypes and inequalities persist in the hidden curricula of many school settings. In order to face these problems, challenge traditional gender roles and promote equal opportunities for all students, it is necessary for educational administrations to promote the following objectives:
This article was originally published on The Conversation. Ignacio Moya Díaz-Agero is
UNED Professor, Psychopedagogue and Teacher specialists in PT and EF. Ángel De-Juanas Oliva is a full-time professor at UNED in the Department of Education Theory and Social Pedagogy. Education Area.
