Negotiating the Hidden Curriculum: Power and Affect in Negotiated Classrooms

Autor/in	Mayes, Eve
Titel	Negotiating the Hidden Curriculum: Power and Affect in Negotiated Classrooms
Quelle	In: English in Australia, 48 (2013) 3, S.62-71 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Foreign Countries; Hidden Curriculum; Power Structure; Ethnography; Teacher Role; Student Role; Music; Student Attitudes; Teacher Attitudes; Researchers; Teacher Student Relationship; High School Students; National Curriculum; Educational Practices; Critical Theory; Teaching Methods; Films; Discourse Analysis; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Heimlicher Lehrplan; Ethnografie; Lehrerrolle; Musik; Schülerverhalten; Lehrerverhalten; Researcher; Forscher; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungspraxis; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Film; Diskursanalyse; Australien
Abstract	Garth Boomer's ideas in "Negotiating the Curriculum" (1992a) resonate with discussions of shifting teacher and student roles and relationships in the "student voice" movement. Boomer (1988) critiqued his earlier conception of power in "Negotiating the Curriculum," asserting that he would "now like to write a book on "Negotiating the Hidden Curriculum,"" in which he would conduct an ethnographic "micro-analysis" of the "moment-by-moment dance" between teachers and students and the fluctuations in the "flows and ebbs of affect and primal resistance in teachers and taught" (p. 171). This article takes up this provocation, considering a 2013 meeting of a cross-age student voice group where students, teachers and researchers collectively discussed the meanings and manifestations of the hidden curriculum through exploring Pink Floyd's "Another Brick in the Wall" (Waters, 1979), other film representations of school, and their own school. Four students and I analysed a transcript from this meeting, considering the dynamics of power and affect in negotiated classrooms. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10