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Social Class and the Hidden Curriculum of Work*

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... Despite the enmeshed nature of curricula, teacher education programs tend to focus solely on the formal curriculum, or the "official" knowledge that teachers intend to give students, which are imbricated with local and less local sociopolitical norms and values (Apple, 1993;Jackson, 1968). Often absent from teacher education programs is the null curriculum-or what is (un)intentionally not taught (Eisner, 1985)-the enacted curriculum-or what is learned through the intra-actions of human and nonhuman bodies (Page, 1991)-and the hidden curriculum-or the lessons learned across layers of scale in a school that are often hidden to those participating in the culture (Anyon, 2000;Giroux & Penna, 1983). What is proposed here is a critical consent curriculum that attends to all forms of curriculum, how they move between schools and communities, and how they shape (non)consensual relations and relationships. ...
Article
Speaking from the intersections of curriculum theory and sound studies, the purpose of this paper is to think critically about the sociohistorical, political, and cultural assemblages that form and inform what I am calling a “critical consent curriculum.” This is at once a call for curriculum theorizing to become central to all teacher education programs in terms of how consent is discussed in schools and across systems of schooling, while thinking about the many ways that consent (and, relatedly, refusal) are enmeshed with one’s relations and relationships (Gilbert, 2018; Gilbert et al., 2011; Glissant, 1990; Hunter & Cowan, 2007).
... Issues of power and knowledge addressed by Freire (1970), Kliebard (1975), Apple (1975Apple ( , 1993, Anyon (1981), and Giroux (1985) can serve to challenge the ways in which I approach museum program development. The same questions asked about the implementation of curricula in formal instructional settings apply to museum programs. ...
Article
In their educational role, museums offer learners of all ages an opportunity to view and interact with artifacts which complement an aspect of curriculum. It is the role of museum educators to create programs, including field study programs, which provide learners with enriching experiences. Such programs are important community educational resources. Through museum programs, artifacts are used to explain and interpret history and culture. Drawing from the works of critical theorists, this paper assumes a critical perspective of artifact interpretation, and museum program planning. Finally, a hermeneutic approach is offered as an alternative method to reading the artifact, and a template is suggested for museum program development which best enframes the hermeneutic approach to artifact interpretation. The paper is directed towards museum educators involved in the training of adult museum volunteers who deliver programs in cooperation with professionals working informal education systems. Résumé Les musées peuvent enrichir les programmes éducatifs existants en offrant aux apprenants la possibilité de dialoguer avec les artefacts historiques. C'est le rôle des musées de créer des activites d'enrichissement telles que des visites dirigées. Dans le cadre des programmes muséaux, les artefacts servent d'outils pour interpréter l'histoire et la culture. Cet article présente un point de vue critique face à l'interprétation muséologique et la création de programmes éducatifs. On y propose approche herméneutique pour l'analyse des objets, et on élabore un cadre pour la planification de programmes reflétant cette approche. Cet article inter- pelle les éducateurs en milieu muséal dont les responsabilités comprennent la formation de bénévoles agissant de cioncert avec les institutions d'enseignement.
... The second set of findings delved deeper into the analysis of research, needs, and professionalism in maritime education, providing insights into the relevance of the curriculum to professional needs, the importance of continuous professional development, and the availability of opportunities for career advancement within educational institutions (Anyon, 2017;Richards, 2013). The findings highlighted a strong correlation between the perceived relevance of the curriculum and participants' satisfaction levels, with those who found the curriculum components very relevant or relevant expressing higher levels of satisfaction. ...
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This research explores the impact of international standards on maritime education through the perspectives of 45 junior cadets. Utilizing qualitative methods, including interviews and observations, the study investigates the alignment of educational programs with standards set by the International Maritime Organization (IMO) and the Standards of Training, Certification, and Watchkeeping for Seafarers (STCW). Findings reveal a strong perception of alignment with international standards among participants, emphasizing the importance of consistency and global recognition in maritime education. Additionally, the analysis highlights the relevance of curriculum content to professional needs, the significance of continuous professional development, and the availability of opportunities for career advancement within educational institutions. The research contributes to discussions surrounding the optimization of maritime education and underscores the importance of lifelong learning and professionalism in preparing junior cadets for successful careers in the maritime industry.
... Research indicates teachers have lower expectations for students based on characteristics like socioeconomic status, race, and their own perceptions of student ability or prior performance (Wang et al., 2018). And teachers' low expectations are linked to lower performance of low-income children (Benner & Mistry, 2007) and minoritized students (Anyon, 2017;Diamond et al., 2004;Glock, 2016;Oakes, 1985). Moreover, teacher expectations can impact entire school communities (Kitchen et al., 2006). ...
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Background/Context Kindergarten mathematics instruction is critical for students’ future academic success. The nature and quality of this instruction may vary depending on classroom characteristics. However, little empirical work has examined how mathematics instruction in kindergarten might differ based on classroom performance levels. Purpose, Objective, Research Question, or Focus of Study This study focuses on whether kindergarten teachers’ mathematics instructional practices differ based on reported performance levels of students in the classroom. In particular, we focused on whether mathematics instructional time, as well as the extent to which teachers use traditional versus ambitious mathematics practices, differed based on teaching a higher proportion of children performing below grade level. Research Design This study used a nationally representative dataset of approximately 2,900 kindergarten teachers from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11. With these data, the study utilized a model that compared teachers to each other within the same school (i.e., school fixed effects). Conclusions or Recommendations This study found that mathematics instructional time did not differ based on the proportion of children reported to be below grade level in the classroom. However, how teachers taught mathematics differed: teachers who reported having a greater percentage of students performing below grade level used ambitious practices less frequently. These findings were not moderated by measures of teacher background or teachers’ reported expectations of their students.
... Data also indicate faculty's textbook consumption is asymmetrical and asynchronous with course learning outcomes. This misalignment of pedagogy can be attributed to hidden curriculum (Anyon, 2017) where uncalled-for teaching agendas imperceptibly and surreptitiously take the center stage. For example, Participant 2 said that "I use the first two chapters and then move on to Chapter 5 and then 9 and Chapter 16; and then I use popular media or what you may call online resources for my pedagogy." ...
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There is a limited number of existing literature exploring the nuanced relationship between online learning, academic performance and mental health among Chinese students in the COVID-19 epoch (Chi X, Liang K, Chen S, Huang Q, Huang L, Yu Q, Jiao C, Guo T, Stubbs B, Hossain M, Yeung A, Kong Z, Zou L Int J Clin Health Psychol 21:100218, 2020). The limited amount of available research prompts the development of this chapter, where the author systematically reviews, evaluates and summarises relevant studies, for the purpose of presenting a broad understanding of how the digitalisation of learning approaches is associated with Chinese students’ academic and psychological performance. As per the framework of this systematic review, existing literature focusing on (1) digital learning, (2) academic performance and (3) mental health in Chinese contexts during the outbreak of the pandemic is exclusively examined. Since 30 January 2020, China has been one of the first countries to apply school closures and massification of digital learning (Ma Z, Idris S, Zhang Y, Zewen L, Wali A, Ji Y, Pan Q, Baloch Z, BMC Pediatrics 21:1–8, 2021). Thus, understanding if the digital pedagogies result in positive outputs regarding Chinese students’ development would be conducive to shedding light on whether a similar digitalisation process in academic settings should be delivered in contexts beyond China. In this chapter, the author explores available Chinese literature that assesses the nuanced relationship between digital learning, academic performance and mental health during the pandemic. He analyses how Chinese students undertaking e-learning are, positively and negatively, impacted by digital, non-face-to-face education. In addition, the author suggests interventions on how the design and delivery of digital education can be modified or improved, and how social support can be better arranged, in order to optimise Chinese students’ academic and psychological development.
... In one narrative that emerged from the data, faculty tell a majoritarian story-a narrative told by the dominant group that situates them and their actions as natural or normal (Solorzano & Yosso, 2001)-of how students should produce knowledge in expected and structured ways, such as passing exams, doing required homework, and demonstrating their learning through acceptable means. These notions of symbolic capital, or what faculty value in terms of students' work, (Anyon, 2017) to the end of the term." The reference to "the right answer" also suggests that knowledge students must learn is pre-determined and not co-constructed. ...
... As a result, children may be labeled "at risk" for school failure before Cynthia A. Wiltshire cawiltshire@utep.edu it is designed (Heckman & Karapakula, 2019). However, schools may be rife with structural issues (Anyon, 1980;Bowles & Gintis, 2011;Galindo, 2021;Phillips & Gichiru, 2021) which prevent labeled children from being fully served (Anderson & Ritter, 2017;Ferri & Connor 2010;Ladson-Billings, 2012). The demands of accountability and efficiency, for example, in United States public schools (Howard & Rodriguez-Minkoff, 2017;Pinar, 2012) may undercut efforts to ameliorate the at-risk label. ...
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Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled "at risk" for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to bolster children?s academic readiness in a manner that is beneficially warm, circulating warmth in their classrooms to sustain positive teacher-child relationships and the positive climate of the classroom. The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is one tool by which these domains of warmth are assessed. There are, however, significant personal and professional stressors with which Head Start teachers contend which the CLASS (Pianta et al., 2008) does not consider in its scoring methods. Uplifting the voices of six Head Start teachers, the present study implemented individual and focus group interviews during the summer and fall months of 2020 during the COVID-19 pandemic, asking (a) What were the stories, histories, and lived experiences of these Head Start teachers with regard to stress and warmth in a time of crisis? and (b) How did these teachers understand and approach the CLASS (Pianta et al., 2008) and its measures of their warmth? Data demonstrated Head Start teachers engaged in a type of performativity to 1) mask their stress, potentially worsening their levels of stress in order to maintain warmth for their students' sake, and 2) outwit the prescribed CLASS (Pianta et al., 2008) observations. Implications and insights are discussed. Supplementary information: The online version contains supplementary material available at 10.1007/s10643-022-01387-2.
... Through a set of readings and much discussion, students explore the production of class, gender, sexuality, disability, and race as intersecting and interlocking identity formations (Anyon, 1994;Carter, 1986Carter, , 1996Gregory, 1996;Ng, 1993;Overall, 1995;Wendell, 1989). The readings demonstrate how dominant identities rely on peripheral, marginalized, stigmatized identities for self-definition, for defining who we are because we are not them. ...
Article
This article arises from the teaching observations and struggles of two anti-racist educators who co-developed and taught a required cross-cultural education course for predominantly white-identified preservice teachers in a Canadian prairie context. The article identifies three common ideological assumptions about the production of inequality frequently held by these students: race does not matter; everyone has equal opportunity; and through individual acts and good intentions one can secure innocence as well as superiority. These preservice teachers are required to examine the dominant identifications and power relations through which they are produced and unwittingly implicated in reproducing the status quo.
... Schools reproduce the stratified class structure of society by perpetuating traditional standpoints on social identity concerning race, class, culture, language, and gender (Anyon, 1996;Bourdieu, 1993Bourdieu, , 1994Bourdieu, , 2000Brantlinger, 2003;Delpit, 1995;Keddie, 2005). This study considers whether this hierarchy is replicated within a particular learning community and the extent to which students perceived active social systems that supported or undermined a curriculum which explicitly addressed issues of race, class, culture, language, and gender. ...
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Many teacher education programs have adopted a cohort structure which offers attractive administrative and organizational benefits while promoting classroom community. This study examines one urban teacher preparation program that employed a cohort model. Using focus groups and survey data, this mixed methods study compared results on the basis of race and gender. Findings suggest that while the cohort structure created a strong classroom community among the majority of students, specific minority populations in the program (men and students of color) were excluded from the social benefits associated with the cohort model. This study identified active social systems of silencing and exclusion and outlines implications for hiring practices, curriculum, and faculty development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Latine parent educational engagement literature has established that parents employ rich cultural resources across their environments to support the P-20 attainment of their children. In this qualitative case study, we combine the funds of knowledge framework with constructs of ecological systems theory to add a clearer l perspective of how and with whom Latine parents and communities mobilize their funds of knowledge, highlighting their advocacy and agency. Findings identify instances in which Latine parents navigate different social interactions and spaces at various system levels and demonstrate the ways in which college outreach programs can have positive influences beyond the immediate systems of the home and school.
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This QuantCrit case study examines how adult emergent multilingual language learners (EMLLs) attending English language skills classes at a public school district in the US construct their linguistic identities in response to English-only ideologies. The small sample size was limited to adults enrolled in the program ( n = 19), as this study is intended to be duplicated in different spaces to account for multilingual and cultural diversity. The study asks the question, how do adult EMLLs attending an English class position themselves and their perceived English fluency ? To answer this question, participants completed a mixed-methods survey that addresses demographics, languages, perception of one’s own language ability, and perception of what others think about one’s language abilities. The findings were analyzed through the lens of Darvin and Norton’s (2015) Model of Identity Investment that considers identity, ideology, and capital and the raciolinguistics perspective (Flores and Rosa 2015). The results indicate that there is a significant relationship between English-only ideologies and participants’ constructed linguistic identities and reveal a troubled relationship between the way participants position themselves against the deficit-oriented perceptions of English-only speaking Americans. Overall, the results emphasize the importance of centering adult EMLLs’ linguistic and cultural transnational assets in designing curricula, policy, and research.
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The Reimagining Online Education project used Youth Participatory Action Research (YPAR) to foster a collaborative, student-driven research process with the aim of amplifying the voices and experiences of students belonging to minoritized groups in curriculum development for online courses. The project provided students the opportunity to evaluate and provide recommendations for the redesign of a widely used online asynchronous high school citizenship course. We employed an embedded mixed method design where we used quantitative data to enhance, triangulate, test hypotheses, and explore alternative hypotheses that emerged through the primarily qualitative data collection and analysis process. Our examination of the enactment of YPAR demonstrates that many of the benefits to enacting YPAR in face-to-face classrooms - including enhanced student engagement and deeper learning - can be achieved in asynchronous virtual spaces as well. We conclude with recommendations for enacting YPAR online and to support online curriculum development.
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Social capital ignored is an “object of political and ideological struggle” created to stifle working-class students in educational spaces. Furthermore, as societal dynamics are constructed in the student-lecturer relationship, this article seeks to evaluate how deliberative democracy in the online higher education space can inspire care through the ongoing dialogue between student and lecturer. This is framed against the Bourdieusian (social capital) and Bernsteinian (social code) framework because both theorists’ work highlights how the dominant class (represented by lecturers) consciously and unconsciously tends to ignore students’ social and cultural capital and codes. This, in turn, leads to a lack of dialogue and care in student-lecturer relationships in higher education. One of this study’s findings is that higher education is aimed to support more middle-class students. The reason for this is that our findings show that lecturers tend not to know what to do with the social habitus of working-class or disadvantaged students. The aforementioned phenomena were foregrounded through Bourdieusian (social capital) and Bernsteinian (social code) model that is situated in the sociological approach, which is interpretive in nature, to explore whether dialogue and care were shown.
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The study explores the resistance of minority students in Ethiopian multiethnic primary schools to discrimination and inequality. It also examined the influence of hidden curricula on minority student’s agency. This qualitative phenomenological research involved 32 ethno-cultural minority pupils and used participant observation, in-depth interviews and document analysis. The results showed that minority students used passive symbolic and active resistance techniques against the persistent inequality and discrimination in multi-ethnic primary schools of Ethiopia. The hidden curriculum negatively affected their agency, leading to schools and the education system blaming the victim and adopting a defective attitude towards minority students. The results of the study and subsequent discussion demonstrated that in these educational settings, the assumption and notion about the role of formal education as an instrument of individual achievement, personal and social empowerment, equal opportunity, and large-scale social mobility have been broken. Teachers should tailor their classes to their student’s interests and past experiences, ensuring their flexibility and adaptability to foster student agency.
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This chapter seeks to investigate the impact of culturally competent mentoring on college readiness for students of immigrant origin through qualitative data. Drawing from fifty-four interviews with undergraduate students at a 4-year, Minority Serving Institution, this chapter investigates how varied mentoring experiences with college preparation, at both institutional and individual levels, impact the transition into college for students of immigrant origin. We find that students identify positive experiences with both individual and institutional culturally competent mentoring. This support provides the tools to navigate from high school to college. Additionally, interview participants identify specific behaviors and practices of their mentors that align with culturally competent pedagogy. However, students who navigate through high school with culturally competent support do not necessarily find those same conditions translate to their experiences at a four-year institution. Therefore, we argue that culturally competent individual mentorship and institutional/programmatic support are critical for preparing students to enter college as well as during their higher education journeys.
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This study was conducted with the aim of enabling teacher candidates to gain knowledge andawareness about the variables that constitute the classroom climate of the hidden curriculumand the implicit effects they cause. In line with this aim, an instructional design within thescope of the classroom climate was developed using the ADDIE model. Following theprocesses of needs analysis, instructional design, data collection tools, pilot application, andevaluation, the preliminary application of the instructional design was carried out in thehidden curriculum elective course which was offered within the scope of the study. Based onthe results of the preliminary application, the instructional design, which was revised andrearranged, was finally implemented with 24 teacher candidates from different departmentsand class levels who voluntarily participated in the study. Creative drama activities were usedin the teaching and learning process of the instructional design, and these applications lasted atotal of 30 hours (10 workshops), each lasting 180 minutes. The research process wasconducted using a nested experimental design, allowing the combination of both quantitativeand qualitative research designs. Quantitative data was collected using an achievement testdeveloped by the researcher and used as a pre-test and post-test. The qualitative data for thestudy was collected through various means. Before the implementation, data was gatheredthrough an interview form. During the implementation process, data was collected throughobservation records, self- assessment and end-of-workshop evaluation forms, worksheets,student products, and video recordings. At the end of the study, data was collected throughinterview forms used for individual and focus group interviews. As a result of the quantitativedata analysis conducted through t-tests, it was determined that the instructional designapplications significantly increased the teacher candidates’ learning related to the hiddencurriculum. From the qualitative data analyzed by content analysis by two independentcoders, findings were obtained in two areas: the quality of the instructional design and theproducts of the instructional design. At the end of the study, teacher candidates found creativedrama applications effective and noted that these applications positively influenced theiremotions. It was also determined that as a result of these applications, teacher candidatesachieved the learning outcomes of the instructional design, and increased their awareness ofthe content. Furthermore, it was found that this instructional design also led to implicitlearning related to the content. At the end of the study, recommendations were made forcourses, activities, and practices related to the hidden curriculum and its applications ineducation faculties.
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Z Yapılan bu araĢtırmanın amacı sosyoekonomik düzeylerine göre belirlenen okulların örtük programlarının olumsuz unsurlarının öğrenciler üzerinde oluĢturduğu stres düzeyini belirlemektir. AraĢtırmada araĢtırmacı tarafından 5'li likert tipi ölçek geliĢtirilerek uygulanmıĢtır. Öğrencilerin örtük programdan kaynaklanan stres düzeylerini belirlemek için ölçeğin uygulandığı gözlem yapılan okullardaki 6, 7 ve 8. sınıflarda bulunan 469 öğrenci örneklemi oluĢturmaktadır. Veriler Spss 17.0 programıyla analiz edilmiĢtir. ÇalıĢma alanındaki okulların örtük programdan kaynaklanan stres düzeylerine bakıldığında öğrencilerde en fazla-Yönetici-okulun imkânları ‖ alt boyutunun orta düzeyde stres yarattığı; diğer alt boyutların ise sırasıyla-Öğrenci ‖ alt boyutunda orta ve-Öğretmen‖ alt boyutunda ise az düzeyde stres yarattığı sonucuna ulaĢılmıĢtır. Öğrencilerin örtük programdan kaynaklanan stres düzeylerinin okul, sınıf, cinsiyet, değiĢkenlerine göre anlamlı Ģekilde değiĢtiği görülmüĢtür. ABSTRACT The aim of this research is to uncover the positive and negative features of the hidden curriculum at schools determined according to their socio-economical status and to determine the stress level on students created by those negative features.In the research, 5 point likert scale was devised and implemented in order to determine the stress levels of primary school students created by the hidden curriculum.The quantitative aspect containing who were given the pilot study and 469 students from 6, 7 and 8 grades, who were given the scales in order to determine the stress levels of students created by the hidden curriculum,.On looking at the stress levels of the schools created by the hidden curriculum,-school administrators and conditions of the school‖ sub-dimension creates the most medium level stress among students. Other sub-dimensions were observed to be creating medium level stress in-Student‖ sub-dimension and low level stress in-Teacher‖ sub-dimension respectively. The stress levels of students created by the hidden curriculum were
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This study employs Lucien Goldmann’s Genetic Structuralism approach to dissect the treatment disparities experienced by the upper and lower echelons of society within Jane Austen’s “Mansfield Park.” Utilizing textual analysis, the research scrutinizes instances delineating differential treatment, including condescension and exclusion, towards characters belonging to distinct social strata. The findings delineate the prevalent class-based prejudices, revealing the societal dichotomy ingrained within the novel’s narrative. In examining the treatment disparities within Jane Austen’s “Mansfield Park” through Lucien Goldmann’s Genetic Structuralism approach, this study delves into the intricacies of societal divisions and class-based prejudices. Goldmann’s method allows for a nuanced exploration of the upper and lower echelons of society as depicted in the novel, revealing subtle nuances of condescension and exclusion. Through meticulous textual analysis, the research identifies instances that illuminate the societal dichotomy present in the narrative. By applying this theoretical framework, the study not only brings to light the inherent class biases but also contributes to a deeper understanding of the complex interplay between social structures and individual experiences within the world Austen crafted in “Mansfield Park.”
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This study was conducted with the aim of enabling teacher candidates to gain knowledge and awareness about the variables that constitute the classroom climate of the hidden curriculum and the implicit effects they cause. In line with this aim, an instructional design within the scope of the classroom climate was developed using the ADDIE model. Following the processes of needs analysis, instructional design, data collection tools, pilot application, and evaluation, the preliminary application of the instructional design was carried out in the hidden curriculum elective course which was offered within the scope of the study. Based on the results of the preliminary application, the instructional design, which was revised and rearranged, was finally implemented with 24 teacher candidates from different departments and class levels who voluntarily participated in the study. Creative drama activities were used in the teaching and learning process of the instructional design, and these applications lasted a total of 30 hours (10 workshops), each lasting 180 minutes. The research process was conducted using a nested experimental design, allowing the combination of both quantitative and qualitative research designs. Quantitative data was collected using an achievement test developed by the researcher and used as a pre-test and post-test. The qualitative data for the study was collected through various means. Before the implementation, data was gathered through an interview form. During the implementation process, data was collected through observation records, self-assessment and end-of-workshop evaluation forms, worksheets, student products, and video recordings. At the end of the study, data was collected through interview forms used for individual and focus group interviews. As a result of the quantitative data analysis conducted through t-tests, it was determined that the instructional design applications significantly increased the teacher candidates' learning related to the hidden curriculum. From the qualitative data analyzed by content analysis by two independent coders, findings were obtained in two areas: the quality of the instructional design and the products of the instructional design. At the end of the study, teacher candidates found creative drama applications effective and noted that these applications positively influenced their emotions. It was also determined that as a result of these applications, teacher candidates achieved the learning outcomes of the instructional design, and increased their awareness of the content. Furthermore, it was found that this instructional design also led to implicit learning related to the content. At the end of the study, recommendations were made for courses, activities, and practices related to the hidden curriculum and its applications in education faculties.
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Emerging technologies present new possibilities for schools, but also present ethical issues for designers. Ethical issues arising from the design, accessibility, adoption, and implementation of emerging technologies in schools are intertwined with existing power dynamics, hierarchies, and decision-making norms that perpetuate entrenched systems. Using a framework called the fives spaces for design in education framework as an analytical lens, we explore the ethical implications of two emerging artificial intelligence technologies in education: remote proctoring software and large language models. We find that designers adopting and implementing these emerging technologies must attend to the consequences of past design decisions and recognize that emerging technologies also create places for resistance and contestations. Lastly, by recognizing the wide scope of what can be redesigned, designers can start to see possibilities for redesigning in ways that are inclusive, equitable, and ethically conscious. Ultimately, we hope to begin a critical conversation about the two technologies by thinking about the sites of consequence, contestation, and possibilities in the designed cultures, systems, experiences, processes, and artifacts of schooling.
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Our current grading system assumes everyone starts at approximately the same place. This assumption presumes uniformity and impartiality to be inherent in our school system. We argue that this is not the case. This work explores the evolution of grading systems and the integration of new technologies in education, focusing on the development of more inclusive, dynamic, and adaptable teaching and assessment strategies. Key methods include diversified assessments, experiential learning approaches such as problem-based learning and the generated question learning model, and the incorporation of artificial intelligence (AI) in hyperflex learning strategies. The proposed work astutely identifies the critical flaws within the modern grading system and puts forth a compelling solution: shifting the focus towards assessing students’ improvement scores. This approach not only offers a progressive path forward, but also significantly enhances equity by holding students accountable for their knowledge gaps while promoting a more comprehensive evaluation. Additionally, creative engagement techniques, such as mock banking reward systems, are employed to enhance student motivation and participation. AI-facilitated formative assessments and personalized learning plans are also discussed, emphasizing the importance of real-time insights into student progress and the provision of flexible personalized learning environments. This comprehensive approach to education fosters student ownership of learning, promotes active participation, and equips students with essential lifelong learning skills. Moreover, a more accurate assessment of student learning and progress would be fostered, thus creating a paradigm shift from the currently flawed grading system.
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After a near century of mainstream academic exclusion, recent efforts in sociology have centered Du Bois as a foundational figure. However, these efforts have overlooked his contributions to theorizing K‐12 and college/university formal curricula. Moreover, curricula, teaching, and learning scholarship, already marginalized within mainstream sociology of education, have typically overlooked Du Bois’ theorizations, thus reproducing his marginalization. As a correction, this article centers Du Bois as a key figure in critical curricula theory. Specifically, Du Bois theorized that schools institutionalize formal curricula imbued with race‐class ideologies and that said ideologies shape peoples’ subjectivities, identities, and consciousness of social processes. However, Du Bois also theorized how Black schools can serve as meso‐level sites for challenging hegemonic ideologies and producing transformative ideologies. In articulating these processes, Du Bois identifies how ideological propaganda, organizational structures, and interpretations of temporal processes maintain and perpetuate racism and capitalism. This article concludes with suggestions for future research in educational sociology that incorporates these insights. This article concludes with suggestions for future educational sociology research incorporating these insights.
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This essay selects Bourdieu’s field theory with cultural capital theory and Nussbaum’s competence approach theory to perceive the issue of higher education. To address this issue, the essay is divided into the following parts: first, it outlines the current situation of higher education, discusses the relationship between higher education and social justice and the importance of this issue; second, it discusses in detail the key concepts of the above two theories and explores their relationship with higher education; finally, it compares the advantages and disadvantages of the two theories and concludes that Boudieu’s theoretical framework has more possibilities of interpretation and can provide more explanatory power for higher education than Nussbaum’s.
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Atenta-se nesses escritos para descrições e levantamentos sobre como; transpassado por delimitações curriculares como a prescrição, o currículo oculto, o currículo nulo e outras conformações; a infância é colonizada instrumentalmente, no Sistema Escolar, e de qual maneira os pontos de resistência, docente e discente, podem contribuir com a des-Colonização das infâncias categorizadas ao longo do tempo, principalmente no que tange à apropriação religiosa.
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Der Text gibt einen instruktiven Überblick über Forschungsergebnisse und Perspektiven einer sinnverstehenden Bildungsforschung, die sich gegen ein Verständnis von Bildungslaufbahnen als Effekt struktureller Zwänge und institutioneller Festlegungen wendet. Die im Jahr 1992 erstmals publizierte Argumentation plädiert für die Notwendigkeit einer Berücksichtigung der Motive und Praktiken junger Menschen in Erziehungs- und Bildungsprozessen. In diesem Zusammenhang sind es insbesondere ethnografische Zugänge, für die auch Mehans Beitrag steht. Das Eintreten für die Analyse der mikrosozialen Praxis ist ein Statement gegen solche Strukturtheorien, welche die Merkmale und Spezifika situierter Praktiken alltäglichen Handelns vernachlässigen. Der Text argumentiert bis heute wegweisend für die Differenzierung des Erkenntnisgegenstandes sowie auch der analytischen Zugänge, um die Komplexität der Realität junger Menschen in Erziehungs- und Bildungsprozessen aufzunehmen.
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Psychology is a discipline with global influence, but continues to neglect disadvantaged minorities and continues to adopt an incorrect model of science. This volume explains what has gone wrong, and what steps should be taken for psychology to become a constructive international force. Historically, psychologists have focused only on causal explanations of behavior, neglecting normatively regulated behavior and intentionality. By giving greater importance to context and collective processes, moving from 'societies to cells,' psychologists can better understand and explain individual behavior. Poverty is an extremely powerful context that shapes cognitions and actions, with destructive consequences for disadvantaged individuals. The advocation of 'be happy psychology' and 'resilience' as solutions to problems faced by the disadvantaged leads to entrenched group-based inequalities, with the poor stuck at the bottom. Moving forwards, this volume proposes that psychologists should focus on normative systems to ultimately foster a more balanced field of study for the future.
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