The phrase ‘unintended hidden curriculum’ comes directly from the work of Paechter (1999). She does not directly define it, but cites examples of it in practice and suggests where it may be seen. She also asserts that it may be controlled by ‘society’ and because of its unintentional nature be very hard to ‘resist’. Drawing on her ideas and examples the ‘unintended hidden curriculum’ will be defined as follows:
A set of implicit messages experienced by learners throughout their education. Learners themselves are the mediators of these messages and may experience them in different ways.
This definition is based on Skelton, 1997 quoted in Paechter, 1999.
The definition is problematic because of the subjective nature of the learner’s own experience, however, defining anything that is described as ‘unintended’ may well be likely to suffer from this defect. The key point in the definition is the ‘implicit’ nature of the messages, if they are expressed directly then they would cease to be ‘unintended’.
I am going to discuss the challenge of implicit messages by looking briefly at a professional experience of sexism.
I take the example of school swimming classes. The classes are compulsory at the school. Teenage girls at the school do not wish to swim while menstruating, this is originally allowed because of sensitivity to differences between the sexes. The implicit message is that girls are different, less able to perform certain tasks than boys and unable to do things during their experience of the menstrual cycle.
How does the school respond?
Before the issue arises, the Head has a clear vision of what the school is seeking to develop in pupils. He wants resilient pupils who are ready to respond to any challenge of life at any time.
The Head uses his vision to instruct a clear policy: first making sure that no girls are abusing their biology to get out an unwanted activity. Secondly, ensuring the whole school is aware that the approach the girls are taking does not fit with the school values. Finally, staff are asked to tackle this issue head-on, and female members of staff with strong personal relationships with the girls are given instructions to challenge the unintended hidden message of the girl’s response to swimming.
The adherence to a set of values by the school enables the school to challenge the unintended hidden message that girls are weaker than boys and less able to respond to challenges. Without clear values the school would be unable to respond as quickly and effectively to that challenge.
It was by having and communicating a strong vision that the school was able to recognise and subsequently challenge through role-models, unity and mutual support the negative implicit message of female inferiority.
Bibliography:
Paechter, C. (1999) Issues in the Study of Curriculum in the Context of Lifelong Learning. Paper presented at the British Educational Research Association Annual Conference, University of Sussex at Brighton, September 2-5. Available at: http://www.leeds.ac.uk/educol/documents/00001361.htm [accessed 10th November 2016]
Skelton, A. (1997) Studying hidden curricula: developing a perspective in the light of postmodern insights. Curriculum Studies, 5, 177-193.