Influences On The Curriculum (Copy)

• Introduction to Curriculum and its Influences
  • The curriculum in education reflects societal priorities, values, and ideologies.
  • It is shaped by power structures, cultural norms, economic demands, gender roles, and more.
  • Theories suggest that knowledge is socially constructed, with education acting as a medium for cultural transmission.

Social Construction of Knowledge

• Knowledge is not neutral but is defined by societal beliefs about what is valuable to learn.
• Educational institutions decide which knowledge is included, emphasizing certain perspectives while marginalizing others.

Power and Control

• Cultural Reproduction (Althusser’s Ideological State Apparatus):
  • Education perpetuates class dominance by transmitting ruling-class ideologies.
  • Teachers act as agents of ideological control, shaping students to accept societal norms.
• Restrictive Knowledge Access:
  • Higher education levels grant access to more advanced knowledge.
  • Testing and tracking maintain hierarchical distinctions in knowledge accessibility.

Ethnocentric Curriculum

• Dominant cultural values often shape the curriculum in multicultural societies.
• This excludes minority cultural histories and perspectives, leading to alienation for some students.
• Example:
  • Curriculums based on the majority culture may conflict with the lived experiences of minority students, e.g., histories focusing solely on dominant national narratives.

Gender and Curriculum

• Gendered Subject Choices:
  • Subjects like English, psychology, and art are more popular among girls.
  • Boys favor physics, business studies, and technical subjects.
• Vocational Education:
  • Gender stereotypes influence placement in work-based training and career paths.
  • Girls are often directed toward caregiving roles, while boys are steered toward technical fields.

Economic Influences

• Education systems adapt to meet economic demands, preparing students for labor market needs.
• Example:
  • Shift from ICT to Computer Science in the UK reflects a focus on programming skills over basic software usage.

Cultural Capital (Bourdieu)

• Students from middle- and upper-class families benefit from cultural capital, aligning with school expectations.
• Differences in family values and practices influence educational outcomes:
  • Example: Indo-Fijian students outperform ethnic Fijians due to an individualistic focus on academic success.

Hidden Curriculum

• Coined by Jackson, this refers to the unspoken lessons learned in schools.
• Socialization Messages:
  • Emphasize conformity, punctuality, and competition.
• Status Messages:
  • Reinforce hierarchies by valuing certain groups over others (e.g., academic over vocational paths).

Gendered Stereotypes and Outcomes

• Textbooks and classroom dynamics often perpetuate traditional gender roles.
• Gender-based assumptions influence subject hierarchies and career aspirations.

Alternative Curriculums

• Steiner Schools:
  • Emphasize holistic development, integrating practical, emotional, and intellectual learning.
  • Challenge conventional categorizations of knowledge and classroom hierarchies.

Economic Commodification of Knowledge

• Knowledge is increasingly valued for its economic potential, driving credentialism.
• Academic knowledge holds higher status compared to vocational skills, benefiting professional classes.

Stratification in Curriculum

• Knowledge is categorized into subjects with varying statuses, creating educational and societal hierarchies.
• Formal curriculum design reflects the interests of dominant societal groups.

Conclusion

• The curriculum is a dynamic construct influenced by societal power structures and cultural values.
• While it has the potential to promote inclusivity, it often reinforces existing inequalities.