The Hidden Curriculum in the Classroom

Abstract

An empirical study of sociology leaching in a large English comprehensive school is reported which focuses on pupils' perspectives and the hidden curriculum of the sociology classroom. The concept of hidden curriculum is briefly discussed and specifically related to the sociology classroom. Hidden curriculum is seen to be important to attempts to articulate both macro and micro analyses within the sociology of education. Utilizing both structural and interactionist concepts of the hidden curriculum, this empirical study asks to what extent sociology in the school either provided an “oppositional” curriculum or simply became part of “normal school” for its pupils, not therefore noticeably different from other subjects or noticeably more relevant to the world outside the classroom. The study indicates something of the difficulties teachers face in attempting to deviate from the hidden curriculum of the status quo, and concludes that for most students sociology lessons have formed part of their “normal school.” A series of questions are presented in conclusion which may be faced by teachers about classroom teaching and the hidden curriculum.