The Shadow Curriculum

Autor/in	Brown, Pamela U.
Titel	The Shadow Curriculum
Quelle	In: Yearbook of the National Society for the Study of Education, 104 (2005) 1, S.119-139 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0077-5762
Schlagwörter	Television Viewing; Marketing; Decision Making; Corporations; Democratic Values; Ethics; Moral Values; Values Education; Hidden Curriculum; School Business Relationship; Teacher Attitudes; Instructional Materials; Persuasive Discourse; Professional Development; Educational Finance; Media Literacy; Critical Reading; Critical Viewing; Bias; Misconceptions; Discourse Analysis; Social Influences; Critical Thinking; Teaching Methods; Multimedia Materials; Program Descriptions; Educational Objectives; Role of Education; Educational Principles; Advertising; Educational Environment; Mathematics Materials; Oklahoma + Suchen Sie Ihr Suchwort? Fernsehkonsum; Decision-making; Entscheidungsfindung; Unternehmen; Ethik; Moral value; Ethischer Wert; Werterziehung; Heimlicher Lehrplan; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Persuasion; Persuasive Kommunikation; Bildungsfonds; Media skills; Medie competence; Medienkompetenz; Kritisches Lesen; Fernsehkritik; Missverständnis; Diskursanalyse; Sozialer Einfluss; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Bildungsauftrag; Bildungsprinzip; Werbung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathematische Tafel
Abstract	This chapter will explore the "shadow curriculum" (a term used by those who question the assumption that direct selling to students who are compelled to attend school is questionable on several levels--ethical, moral, and democratic) and its connection to media literacy. The author first summarizes the kinds of marketing in schools that have become commonplace, including exclusive sales agreements between school districts and businesses, advertisements posted in schools and buses, and advertising forced on students and teachers through mandated television viewing. She then moves to a more in-depth examination of the shadow curriculum as it affects teachers' decision making regarding curriculum, when such decision making is directly affected by the marketing of curriculum packages to teachers and administrators in public schools. Often the curriculum packages, whether sponsored by corporations intent on promoting a particular point of view or by education companies (who all too often also promote a particular point of view), are multimedia productions that include books, CDs, and websites as part of their package. The role of media literacy for teachers is an important one. Rather than dictating choices to be made when choosing curriculum materials, critical media literacy can help teachers and administrators see beyond the surface messages carefully planned to appeal to teachers (and administrators) as a whole. Media literacy includes not only looking at curriculum materials, but also examining the school environment itself, including the curriculum, the hidden curriculum, and the shadow curriculum. (ERIC).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10