SCHOOLING AND THE MYTH OF OBJECTIVITY: STALKING THE POLITICS OF THE HIDDEN CURRICULUM
Abstract
Henry Giroux makes an excellent case for the redefinition of the concept of the hidden curriculum. His paper provides a clear explication and critique of that concept from traditional, liberal, and radical perspectives. The paper, however, goes beyond existing critiques to break new ground in reconceptualizing the notion of the hidden curriculum so that it becomes a useful heuristic tool for understanding how schools function to promote the social and cultural reproduction of society. In order to increase the potency of the concept of hidden curriculum for the theory and practice of education Giroux illustrates how it must ocupy a more central than peripheral place in curriculum theorizing. The discussion of implications for theory and classroom practice is particularly cogent, especially its emphasis on the need to view schools as sites of both domination and contestation. RÉSUMÉ Henry Giroux explique fort adroitement la nouvelle définition du concept de programme caché. Son article clarifie ce concept par rapport aux perspectives traditionnelles, libérales et radicales. Il va toutefois au-delà des critiques actuelles en ce sens qu'ils reconceptualise la notion du programme caché de sorte que cela devienne un outil heuristique précieux qui permet de comprendre la façcon dont les écoles fonctionnent pour promouvoir la reproduction sociale et culturelle de la société. Afin d'augmenter la force du concept de programme caché pour la théorie et la pratique pédagogiques, Giroux explique pourquoi il doit occuper une place plus centrale qu'excentrique dans la théorisation des programmes. Le débat relatif aux effets sur la théorie et la pratique est particulièrement convainçant surtout lorsque l'auteur affirme qu'il faut voir les écoles comme des lieux de domination et de contestation.Downloads
Published
1981-09-01
How to Cite
Giroux, H. A. (1981). SCHOOLING AND THE MYTH OF OBJECTIVITY: STALKING THE POLITICS OF THE HIDDEN CURRICULUM. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 16(003). Retrieved from https://mje.mcgill.ca/article/view/7420
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