This article makes the case for repositioning values and ethics as central to understanding how curriculum knowledge can be educationally powerful. Disciplinary knowledge can help individuals make sense of the present, explore alternative futures and participate in society, making ethical choices about how to live. This, however, depends on…

During the 1930s there was a significant shift in the debate about African colonial education. Above all, somewhat discreetly hidden behind the formal language of the educational documents, is the question of the challenge presented to the traditional literary/religious missionary curriculum, or even to the "adaptationist" debate about…

As a means to challenge and diminish the hold of mainstream curriculum's claim of being a colorblind, politically neutral text, we will address two particular features that partially, though significantly, constitute the hidden curriculum in the United States--race and class--historically studied as separate social issues. Race and class have been…

Mentoring and ethics are integral and intersecting components of medical education. Faculty workloads and diffusion of responsibility for teaching impact both ethics and mentoring. In current academic medical center environments, the expectation that traditional one-on-one mentoring relationships will arise spontaneously between medical students…

The growth of surveillance in UK schools in recent years has resulted in the development of what can be labelled as the surveillance curriculum. Operating through the overt and hidden curricula, contemporary surveillance practices and technologies not only engage students in a discourse of control, but also increasingly socialise them into a…

Education in and through the arts has been overlooked by educational reformers. The classroom arts are mistakenly viewed as programmatic add-ons or pleasant diversions from the core academic basics. Instead of subjecting youngsters to mindless, text-driven drills and exercises, the arts-integrated school stimulates them to investigate many ways of…

Principals should focus curriculum development around specific questions mirroring journalistic who-what-where-why considerations. This means striving to clarify definitions, rationale and philosophy, policy origins, procedures, temporal arrangements, learning sites, and value. For example, schools have multiple curriculum philosophies that…

The effective leadership literature fails to present a clear understanding of the principal's relationship to the curriculum. Principals must understand the enacted curriculum process, not just the official curriculum, and work with teachers to negotiate curriculum meaning. Empowerment involves trust, open dialogue, a collaborative support system,…

In developing curricula for undergraduate and graduate medical education, educators have become increasingly aware of an interweaving of the formal, informal, and hidden curricula and their influences on the outcomes of teaching and learning. But, to date, there is little in the literature about the hidden curriculum of medical practice, which…

Schools must provide opportunities for students to discover what is most worth knowing, as they prepare to be citizens, good workers, good private individuals. Formal curriculum is one vehicle for teaching Tao (universal path to becoming a good person). Hidden curriculum can also convey profound teachings, if a spirit of fairness predominates,…

This volume is part of a series of monographs from Australia devoted to outlining an alternative approach, based on neo-Marxist concepts, to educational administration. The introductory essay considers the way in which those making decisions about school curricula are influenced by their administrative and social context. The first part of the…