Social Education in the Classroom: The Dynamics of the Hidden Curriculum

Teachers’ views on values education: A qualitative study in Sweden and Turkey

“…Neither the Swedish nor the Turkish teachers' report could be associated with a critical approach to values education (cf., Bernstein, 2000;Giroux & Penna, 1983;Jones, 2009). The values and the practice of values education seemed to be taken for granted by the teachers.…”

“…Nevertheless, this distinction has been criticized for simplifying the field (e.g., Sanger & Osguthorpe, 2005), and educational programs or approaches can, for example, fall between a traditional and a constructivist approach (Berkowitz, 2011;Narvaez, 2006). Moreover, a third approach or position in the field of values education is discernible-a critical approach, which claims that moral influence in school, especially in the practice of school discipline and in hidden curriculum, can be questioned and has far-reaching effects without being noticed (Bernstein, 2000;Giroux & Penna, 1983;Jones, 2009;). Jones (2009) actually makes a distinction between critical and postmodern orientations to values education, in which the former is about engaging students more actively in social justice issues and political activism, whereas the later "favours the teaching of multiple perspectives on issues and knowledge, and a critical deconstructive orientation towards social values and practicessuch as the hegemony or discursive truths/assumptions of any given time or culture are revealed" (p. 42).…”

Empirical Evidence on the Relationship between Democratic Classroom and Social Skills Development of Students

“…For social development it is essential that teachers must understand the classroom management skills. It is thus, a major point to discuss that how teachers can achieve this goal (Giroux & Penna, 1979). For this purpose, writers argue that though training and development, teachers may be educated on how democracy can be infused into students' minds (Ehman, 1969;Friedman, 2010).…”

Arte y Educación: Espacios comunes. Reflexiones en torno a la práctica artística Mapa dels desitjos

“…Esto formaba parte de un esfuerzo por hacer visible los aprendizajes invisibles que tienen lugar en la institución educativa, en la transmisión de normas, valores y creencias que se adquieren. Esto es, evidenciar partes del currículum oculto (Giroux, 1983) y de los aprendizajes colaterales (González, del Rincón, Bonilla & Sáez, 2012). El desafío estaba en presentarlo de manera plástica, que tuviera una conexión con las artes visuales.…”