Uncovering the hidden curriculum

Hariharan, Janani

doi:10.1126/science.364.6441.702

Cited by 8 publications

(5 citation statements)

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“…In line with the role of the trainer as a teacher, a study shows that art teachers use curricula, and responsive assessment and culture policies to enrich the nature of art education for students of various ethnicities in secondary schools [18]. This ensures that the Rampak Kendang community (community leaders and trainers have such an essential role as the control in managing the curriculum management created the community itself [19]. In his research revealed about the hidden curriculum, he told his own life experiences, which turned out there is also a curriculum that is unconscious, not detailed.…”

Section: Resultsmentioning

confidence: 97%

Hidden Curriculum Design of Traditional Art Community Rampak Kendang

et al. 2019

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Section: Resultsmentioning

confidence: 97%

Hidden Curriculum Design of Traditional Art Community Rampak Kendang

et al. 2019

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“…There are practical steps an individual can take to increase their chance of success. This includes developing new skills and honing existing ones, learning more about the structure and processes of the institution, identifying the measures of success in their area of specialisation and learning the hidden curriculum ( Hariharan, 2019 ). An important part of this process is learning when to say yes and when to say no, understanding the priorities of their role and ensuring that the tasks they take on will increase their career success: I would encourage people to think carefully about all the different responsibilities they would have in a high-level academic position, and whether they would be comfortable with all those diverse roles or whether they might get stuck at a lower level in their academic career.…”

Section: Resultsmentioning

confidence: 99%

Advice for autistic people considering a career in academia

Jones

2023

Autism

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Academia is underpinned by an apprenticeship model, with increasing recognition of the need for a ‘cognitive apprenticeship’ model in which the methods and strategies of academic success are learnt through participation in a community of inquiry. Autistic people face systemic barriers in academia, as in other professions, and these may be exacerbated by a model based on learning by observing and modelling. This study sought to obtain specific practical advice for autistic people considering a career in academia, from the perspective of those already working within the academy. Thirty-seven autistic academics provided written reflections on the advice they would give a young person considering a career in academia. Five key themes were generated from these reflections: know the role, find the right people, know (and value) yourself, remember well-being and proceed with caution but with passion. Lay abstract One of the recognised strengths of autistic people is their ability to absorb and retain large amounts of information; autistic children and adolescents are often described as ‘little professors’. So, is the life of a university researcher or teacher the ideal career for an autistic person? In this study, 37 autistic people working in universities and colleges provide advice to young people considering a future career as an academic. They emphasise the importance of understanding the complexities and requirements of the role, understanding and valuing yourself and your strengths, and finding the right people to work with and learn from. They also discuss the importance of maintaining a balance between work and well-being, and between caution and passion. The life of an academic can be ideally suited to an autistic person, but it can also be very challenging.

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“…URM postdocs and early career faculty were found to have less mentoring as compared to their majority counterparts [ 17 ]. Additionally, due to marginalities derived from their ethnicity and gender, URM postdocs have more challenges in accessing and navigating professional development opportunities and resources [ 13 , 18 ]. Developing and implementing an open access, inclusive and structured professional development program could help meet postdoc mentoring needs or supplement interpersonal and institutional mentoring, which can contribute to success for diverse postdocs.…”

Section: Introductionmentioning

confidence: 99%

A national professional development program fills mentoring gaps for postdoctoral researchers

et al. 2023

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The Postdoc Academy: Succeeding as a Postdoc was designed to build postdocs’ skills in career transition, career planning, collaborative research, resilience, and self-reflection. This study examined self-reported changes in five skills as learners progressed through the course. Data were collected from participants who responded to both pre- and post-surveys and engaged with the course learning activities. Results from repeated measures multivariate analysis of variance revealed that all of the self-reported perceptions of skills improved significantly upon completion of the course. Hierarchical regressions revealed that underrepresented minority learners had greater gains in their development of skills in career planning, resilience, and self-reflection. Qualitative analysis of learners’ responses to learning activities found that postdocs perceived networking and mentor support as contributing factors to their skill advancement while tensions among multiple obligations and concerns of uncertainties were significant challenges to applying those skills.

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Uncovering the hidden curriculum

Cited by 8 publications

References 0 publications

Hidden Curriculum Design of Traditional Art Community Rampak Kendang

Hidden Curriculum Design of Traditional Art Community Rampak Kendang

Advice for autistic people considering a career in academia

A national professional development program fills mentoring gaps for postdoctoral researchers

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