隠れたカリキュラム概念の再考 : ジェンダー研究の視点から
スポンサーリンク
概要
- 論文の詳細を見る
This paper aims to review the recent hidden curriculum studies and reconsider the hidden curriculum from the viewpoints of gender studies. Stressed on "hidden", the recent hidden curriculum studies are divided into the following seven studies. 1 The hidden curriculum means the actual contents that students learn, since teachers neglect the variation of the learning conditions or don't understand the forms transmitted through their teaching. 2 The hidden curriculum means the teaching contents. Teachers use this meaning to reflect their teaching. 3 The hidden curriculum means values, norms, belief, dispositions and attitudes. Some consider these without ideology, for example, moral norms, or values and attitudes as a doctor. Others, especially race/ethnicity studies and gender studies, think these with ideology, and make racism and sexism clear. 4 The hidden curriculum means school culture and school nature. 5 The hidden curriculum means interpreting and giving the meaning. Gender studies argue that sex categories and sex stereotypes are operated as interpreting and giving the meaning. 6 Counter the hidden curriculum. Gender studies do action-research to let students counter the hidden curriculum with sexism. 7 The hidden curriculum has hidden effects. Most of the gender studies insist on the effects of the reproduction of gender. Although sexism in the hidden curriculum has been indicated from the late 1970s, this insight is important even now. There are anti-sexism initiatives that have a key concept of the hidden curriculum. Since gender studies stress on the process to be women or men, they think the hidden curriculum operates in this process. But we must avoid stressing only sexism and the effects of the reproduction of gender, because the hidden curriculum only considers problems. My past study argued that there was the complexity of sex-egalitarianism and sexism in the hidden curriculum. Sex categories and sex stereotypes are example of sexism, but Mori indicates that teachers use them to manage their classrooms. Romeo and Margolis, and Shira suggest the effects of the hidden curriculum as not only the reproduction of gender but also the socialization to specialists, teachers, or women who was committed to progressire Era discourses. Based on these studies, this paper suggests the hidden curriculum as a transmitter to the gender messages. It defines gender as the knowledge of sex which includes the relativity of sex-dichotomy. If the hidden curriculum transmitted gender fair messages, disclosed sexism and showed measures against sexism, it will, as a consequence, modify the reproduction of gender. Teachers should play a part in this. This hidden curriculum offers teachers the following three viewpoints. 1 The hidden curriculum is divided into the explicit hidden curriculum and the implicit hidden curriculum. 2 The gender messages are divided into the explicit gender messages and the implicit gender messages. 3 The gender messages are carried by other messages, for example, classroom management, the needs for the labor market and the school role with the school grade. If teachers could be conscious about these three viewpoints, they would improve their teaching practices. Thus, the hidden curriculum has a role of empowerment of teachers.
- 2009-03-31