The Hidden School

The Use of Poetry and Photography to Reveal Aspects of the Hidden Curriculum for Critical Reflection

Authors

  • Alan Hooper Glasgow School of Art

Downloads

DOI:

https://doi.org/10.51588/eaaeacp.16

Keywords:

hidden curriculum, autoethnographic, poetry as mode of practice, photography as mode of practice, curriculum-in-action

Abstract

The hidden school is implicitly experienced, embodied and perpetuated by staff and students through the hidden curriculum, defined by Sambell and McDowell (2006) as those aspects of the curriculum ‘implicit and embedded in educational experiences, in contrast with the formal statements about curricula and surface features of educational interaction’. Kolberg and Meyer (1972) regard the behavior of the teacher as complicit in the production of hidden curriculum, positing that ‘the hidden curriculum arises when an educator splits his/her own life from the act of teaching.’

How to Cite

Hooper, A. (2019). The Hidden School: The Use of Poetry and Photography to Reveal Aspects of the Hidden Curriculum for Critical Reflection. EAAE Annual Conference Proceedings, 84–87. https://doi.org/10.51588/eaaeacp.16

Published

2019-08-28

Issue

2019: The Hidden School - Book of Abstracts. EAAE Annual Conference Zagreb 2019

Section

Presentation Abstracts

License

Copyright (c) 2019 Alan Hooper

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Author Biography

Alan Hooper, Glasgow School of Art

Alan Hooper, a qualified architect and educator has been a programme leader and senior lecturer at the Mackintosh School of Architecture since 2008. In 2010 Alan became a member of Architecture and Design Scotland’s Design Forum and in 2013 was appointed as visiting Professor to Guangzhou University. Alan represented Scotland at the 2014 Venice Biennale. Alan’s research interests include pedagogy, urban geology and the work of Charles Rennie Mackintosh.