Curriculum Ideologies

Abstract

The study of the curriculum and educational knowledge is a study of ideology. The curriculum is never neutral. It always reflects or embodies ideological positions. Ideologies present within the curriculum are negotiated and formulated through multilayered processes of strategic compromise, assent, and resistance. And as such, the curriculum ideologies become operationalized in both overt and hidden means—constructing subjects and objects of knowledge in active as well as passive ways. Teaching is always a political act, and discussions and debates over curriculum ideologies have a long history within the field of curriculum studies. In terms of its function related to the organization and valuing of knowledge, it remains important to recognize not only the contested nature of the curriculum but also how such contestations have ideological dimensions in the framing of the curriculum. Curriculum ideologies manifest in terms of what might be thought of as values, visions of the future, and venues or forms. This is to say, the curriculum is imbued with processes for valuing assumed choices related to its design, development, and implementation. These choices draw from ideologically based assumptions about the curriculum’s basis in political, economic, historical, sociocultural, psychological, and other realities—whether they be discursive or material in effect. Additionally, these curriculum choices also pertain to the means by which the curriculum achieves these goals or objectives through the formulation of designed experiences, activities, or other forms of learning opportunities. The curriculum—in certain regards as finding principle in the conveying of knowledge through a system of organization related to an outset purpose—has, as a central component to some degree, a vision of a future. The curriculum is something simultaneously constructed and enacted in the present, with often the expressed purpose of having implications and ramifications for the future. The curriculum’s role and purpose in constructing both tested and untested or imagined feasibilities again has to do with some type of vision of learning inflected by ideology. This may even take the form of envisioning a future that is actually a vision of the past in some form, or perhaps a returning to a remembered time that may have existed for some but not others, or by extension a similarly romanticized remembering of a mythic past, for instance. Ultimately, the curriculum, whether translated into practice or in being developed conceptually, is in all likelihood never exclusively one of these, but instead is in all probability an amalgamation of such to differing degrees wherein a multitude of possibilities and combinations exist. Among the key questions of curriculum studies that remain central in terms of both analyzing and theorizing the curriculum are: Whose knowledge counts and what is worthwhile? These questions help to raise to a level of concern the ideological underpinnings of all curricula in ways that through sustained critical dialog might work to collectively build a more sustainably just and equitable world.

Analysis of Lesotho secondary education aims for curriculum ideologies integration

“…The curriculum has a crucial role in shaping both measurable and unmeasurable possibilities, as well as hypothetical ones. This is influenced by a certain perspective on learning that is influenced by ideology (Crowley, 2021). This might also involve imagining a future that is essentially a reflection of the past, or revisiting a nostalgic moment that may have been experienced by some but not others.…”

“…Advocates of the multicultural curriculum contend that it fosters fairness, inclusivity, and egalitarianism in the field of education. The curricular concept aims to effectively address the societal demands by equipping and developing students to become future leaders and responsible citizens of the community (Crowley, 2021). Education should provide students with the necessary skills and processes to be successful in their future careers, as well as in their personal lives and communities.…”

“…This worldview prioritises the instruction of students on topics such as xenophobia, and destruction of the environment (Moea, 2022a, Schiro, 2008. The social reconstructionist curriculum seeks to empower students as catalysts for societal transformation, enabling them to actively contribute to the establishment of a fair and egalitarian community (Crowley, 2021). Advocates of the social reconstructionist curriculum contend that it facilitates the cultivation of a discerning awareness and a commitment to societal obligations (Makoa, 2023).…”

A Scoping Review on the Hidden Curriculum in Education

“…For educational success in general and for everyday school and classroom work in particular, not only is the explicit content codified in curricula relevant, but also inexplicit aspects such as norms, values, or ideologies, which are learned and reproduced within institutionalized educational processes, matter. As Crowley (2021) notes, a curriculum is never neutral; rather, it always reflects or embodies ideological positions. This circumstance was recognized early on in educational research (e.g., Jackson, 1968;Zinnecker, 1975), and Bernfeld (1973) notes in this regard that the school system appears to have effects that extend beyond the actual instruction and content explicitly codified in the curriculum.…”

“…As Crowley (2021) notes in reference to Apple (1979), Giroux and Purpel (1983), and Jackson (1968), the hidden curriculum emerges from the rules, routines, and structures that shape the typical practices of everyday school experiences. In this regard, the hidden curriculum in schools refers to both ordinary and extraordinary aspects of education, which in certain cases maintain a certain hegemony for certain students.…”