Hidden Curriculum
In a journal article written by Jean Anyon published in 1980, the hidden curriculum of of work within the school system was explored. "Social Class and the Hidden Curriculum of Work", is a new perspective on the current educational system. Though written over thirty years ago, the argument this article makes is still prevalent.
"Students in different social-class backgrounds are rewarded for classroom behaviors that correspond to personality traits allegedly rewarded in the different occupational strata- the working classes for docility and obedience, the managerial classes for initiative and personal assertiveness (Anyon, 1)." This article goes on to explain the differences in the classes and expectations that schools"subconsciously" put on their students. Five schools were discussed within this article and all were from different districts that were made up of the same "type" of person. For example, one school may be taken from a working-class community, while another school might be from a middle-class community. What was found was the different schools offered specific classes and opportunities that would produce the specific type of citizen the community was used to.
After reading this article, I would like to ask what is the significance of this study and how does it pertain to my life? To begin, the article focused on the hidden curriculum within the school system and one can agree that it is very clear some schools offer opportunities and classes that others do no not. It would seem only natural that a school in a professional community would offer classes and opportunities aimed at producing professional citizens. The problem is that this cycle seems impenetrable. If you cannot afford to live in the "professional" community, than your children will have to settle for a different life style (essentially). We know that this is not always true, and that people can break out of this pattern. But we are not talking about the exception, we are talking about the rule. It is about changing the rules.
As a future educator, I know that I will be thrown into a school system that has a hidden agenda. It is my responsibility to break out of the mold, and expect more out of my students, no matter where I am teaching. In "Savage Inequalities" the idea that students are not given the same opportunities because of where they live, corresponds to "Social Class and the Hidden Curriculum of Work". Location, location, location. Unfortunately, we've stressed the importance of where people stand on the social ladder so incessantly that we have created an unchanging paradigm. In EDMUL 205, we have discussed the importance of breaking out of this paradigm to repair the educational system. Both "Savage Inequalities" and Anyon's article show us what this paradigm is doing to our future generations.
"Students in different social-class backgrounds are rewarded for classroom behaviors that correspond to personality traits allegedly rewarded in the different occupational strata- the working classes for docility and obedience, the managerial classes for initiative and personal assertiveness (Anyon, 1)." This article goes on to explain the differences in the classes and expectations that schools"subconsciously" put on their students. Five schools were discussed within this article and all were from different districts that were made up of the same "type" of person. For example, one school may be taken from a working-class community, while another school might be from a middle-class community. What was found was the different schools offered specific classes and opportunities that would produce the specific type of citizen the community was used to.
After reading this article, I would like to ask what is the significance of this study and how does it pertain to my life? To begin, the article focused on the hidden curriculum within the school system and one can agree that it is very clear some schools offer opportunities and classes that others do no not. It would seem only natural that a school in a professional community would offer classes and opportunities aimed at producing professional citizens. The problem is that this cycle seems impenetrable. If you cannot afford to live in the "professional" community, than your children will have to settle for a different life style (essentially). We know that this is not always true, and that people can break out of this pattern. But we are not talking about the exception, we are talking about the rule. It is about changing the rules.
As a future educator, I know that I will be thrown into a school system that has a hidden agenda. It is my responsibility to break out of the mold, and expect more out of my students, no matter where I am teaching. In "Savage Inequalities" the idea that students are not given the same opportunities because of where they live, corresponds to "Social Class and the Hidden Curriculum of Work". Location, location, location. Unfortunately, we've stressed the importance of where people stand on the social ladder so incessantly that we have created an unchanging paradigm. In EDMUL 205, we have discussed the importance of breaking out of this paradigm to repair the educational system. Both "Savage Inequalities" and Anyon's article show us what this paradigm is doing to our future generations.
