There
are many forms
of curriculum.
1.
Overt,
explicit, or written curriculum:
This type of curriculum is what
appears in documents and teachers' plans.
Is simply
it may refer to a curriculum document, texts, films, and supportive teaching
materials that are overall chosen to support the “intentional instructional
agenda” of a school.
2.
Implicit (or
Hidden)
Longstreet and Shane (1993) offer a
commonly accepted definition for this term.
“The hidden curriculum, which refers
to the kinds of learning’s children derive from the very nature and
organizational design of the public school, as well as from the behaviours’ and
attitudes of teachers and administrators.”
This type of curriculum has to do with how
particular assumptions about schooling and learning manifest in practice.
For example, when a teacher has her or his desk at the front of the
classroom and "teaches" from this area, the message that is being
learned by students is that the teacher is in control, including being the
knowledge authority, and is the center of attention. The teacher is also of
central importance.
Another example involves the value of particular
topics that is communicated implicitly. Such values can be communicated by time
spent, by tone of voice, or by how the topic is treated (e.g., trivialized or
marginalized).
3.
Null
Eisner
(1985, 1994) first described and defined aspects of this curriculum. He states:
There is
something of a paradox involved in writing about a curriculum that does not
exist. Yet, if we are concerned with the consequences of school programs and
the role of curriculum in shaping those consequences, then it seems to me that
we are well advised to consider not only the explicit and implicit curricula of
schools but also what schools do not teach. It is my thesis that what schools
do not teach may be as important as what they do teach. I argue this position
because ignorance is not simply a neutral void; it has important effects on the
kinds of options one is able to consider, the alternatives that one can
examine, and the perspectives from which one can view a situation or problems.
The null curriculum is what is not taught. Not
teaching some particular idea or sets of ideas may be due to mandates from
higher authorities, to a teacher’s lack of knowledge, or to deeply ingrained
assumptions and biases. Teachers and schools may not teach that Christopher
Columbus slaughtered many of the native peoples he encountered when he
"discovered" the Americas. Many teachers are under pressure not to
teach evolution.
4. Received curriculum
Those things
that students actually take out of classroom; those concepts and content that
are truly learned and remembered.
5. Societal curriculum
As defined by Cortes
(1981). Cortes defines this curriculum as: ...[the] massive, ongoing, informal
curriculum of family, peer groups, neighborhoods, churches organizations,
occupations, mas, media and other socializing forces that "educate"
all of us throughout our lives. This
type of curricula can now be expanded to include the powerful effects of social
media.
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