This insight opens up the possibility that there may be inconsistencies between what the school declares to be its values compared with the real messages it communicates about “what really matters” and what constitutes appropriate conduct (Sambell & McDowell, 1998, p. At any rate, the basic point is that what is taught in educational institutions is not necessarily what is actually learned, and that the knowledge and meanings communicated are inseparable from the world outside the classroom where they reflect ‘the interests of the most powerful groups’ – in other words they are never value neutral (Edwards & Usher 2003: 5 Mayo 1999: 36). Giroux (1979) defines the HC rather more darkly as: ‘that covert pattern of socialization which prepares students to function in the existing workplace and in other social political spheres’. It may be defined as ‘“what is implicit and embedded in educational experiences in contrast with the formal statements about curricula and the surface features of educational interaction” (Sambell & McDowell, 1998, pp. Like all powerful concepts, the idea behind the HC is as simple as it compelling. Concept: The Hidden Curriculum as a wake-up call for management education Many of these researchers were inspired by reproduction theory and the concept of hegemony, and they found a powerful analytical tool to study this question in schools and other educational institutions in the concept of the ‘hidden curriculum’ (HC), first coined by Philip Jackson in 1968. in class, gender, and race – that the education system was supposed to iron out. In the 1970s and 80s, pioneering scholars like Pierre Bourdieu, Henry Giroux, Michael Apple, Basil Bernstein, Samuel Bowles and Herbert Gintis grappled to understand why, in an supposedly emancipatory and meritocratic age schools seemed to be reproducing the very status quo – e.g. It is not the first time that educators face this type of problem. How come graduates are reputedly still leaving business school with poor morals, despite considerable focus on responsible management education (RME)? Are we missing something? We should ask ourselves: “What are students really learning while I think I am teaching X? Context: Why are business schools still reproducing poor morals among graduates?
This means recognizing that changing curricula alone is not enough to bring about transformation in students’ moral attitudes because signals about appropriate conduct are communicated in so many subtle ways beyond formal curricular content.
The HC operates through many areas of business schools, most notably in i) formal curriculum ii) interaction and iii) school governance. Maribel Blasco (Copenhagen Business School)Ībstract: Graduates are reputedly still leaving business school with poor morals, despite considerable focus on responsible management education? The ‘hidden curriculum’ (HC) directs the attention to the idea that what is taught in educational institutions is not necessarily what is actually learned.
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