Towards Another Meta-theory for Understanding the Hidden Curriculum

Subject Areas : Research in Curriculum Planning

سعید صفایی موحد ¹ , داوود باوفا ²

1 - 1عضو هیأت علمی، دانشگاه خوارزمی، تهران، ایران
2 - 2کارشناس ارشد آموزش زبان فارسی، دانشگاه پیام نور

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2013-06-22

Keywords: Hidden curriculum theories, hidden curriculum, Curriculum,

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.