I think it is not a question whether a hidden curriculum should be taught in
school (or anywhere else). There is no choice because hidden curriculum is
always there. The question is where the teacher should design curriculum
with awareness of its part being hidden from the teacher and students. In
the examples provided by Nate, Maria, Judy, and Nelson, some parts of the
curriculum designed by the teacher can be intentionally hidden from the
students. For me, the primary issue here is the issue of teacher's
manipulation versus providing sensitive, respectful, and critical guidance.
What do you think?
Eugene
> -----Original Message-----
> From: Mike Cole [mailto:mcole@weber.ucsd.edu]
> Sent: Saturday, April 04, 1998 7:18 PM
> To: xmca who-is-at weber.ucsd.edu
> Subject: Applied Delpit?
>
>
>
> Dear Xmca-ers,
>
> Are there any examples of curricula which adopt Lisa Delpit's
> view that kids should be taught the hidden curriculum of the school
> (or which adopt other forms of explicit instruction about dominant
> forms of instructional culture?). I assume that Goldenberg and Gallimore's
> work on instructional discourse falls into the latter category, but
> cannot find a handy article/ref and my assumption could be wrong. It
> sure wouldnt be the first time!
> mike
>