TOWARDS ANOTHER META-THEORY FOR UNDERSTANDING THE HIDDEN CURRICULUM

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SAFAEI MOVAHED SAEID; BAVAFA DAVOOD

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Journal Paper

Paper Information

Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2013 | Volume:10 | Issue:10 (37) Page(s): 76-96

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Information Journal Paper

Title

TOWARDS ANOTHER META-THEORY FOR UNDERSTANDING THE HIDDEN CURRICULUM

Author(s)

SAFAEI MOVAHED SAEID | BAVAFA DAVOOD | Issue Writer Certificate

Keywords

CURRICULUMQ2

HIDDEN CURRICULUMQ2

HIDDEN CURRICULUM THEORIESQ2

Abstract

Hidden CURRICULUM should be considered as one of the conceptual capitals of the CURRICULUM course. This concept has avoided looking at the CURRICULUM as a superficial phenomenon, and considered it at the implementation level with tracking its dynamics. However, Phillip Jackson initially introduced it in 1968; the concept has drawn massive attention from CURRICULUM theorists in the recent decades, each exploring it from an exclusive vantage point. Nowadays, journals can attest to thousands of papers and books published in this regard. On the one hand, this variation of perspectives has enriched theoretical foundation of the “hidden CURRICULUM”, while on the other one making it difficult to understand by others. In this article, it has been tried to provide a holistic image of the nature, levels and dimensions of this concept through exploring the related literature. To this end, valid international and internal writings were analyzed (thematic analysis) based on the following questions and a meta-theory emerged through common characteristics: What is the nature of hidden CURRICULUM? What are its functions? Who cannot see this CURRICULUM? What factors shape this phenomenon? What are the consequences of hidden CURRICULUM? At what levels this CURRICULUM is effective? The theories can be divided into six categories: nature-based theories, functional theories, dimensional theories, factorial theories, consequential theories and level-based theories.

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