![]() What are the givens of teaching and learning? This question, I think is best answered locally, and problematised according to the socio-cultural norms of the contexts they’re asked in. We need to see the problems within these structures and perhaps even knock certain truths off their pedestals. ![]() You can probably see where I’m going with this… we need to loosen the boundaries of a given. These truths thus stand in positions of authority, despite the social shifts and changes that occur around them with time. Because they’re accepted as a truth, their reasons for being are rarely examined. A given is quite simply a basic fact that one would accept a truth. Hidden as it may be, this space is as real as the physical curriculum, and shouldn’t be left unsupervised and shaped by accident.Ī noun worth familiarising yourself with when it comes to Critical Pedagogy is ‘givens’. When teachers or parents make careless comments about boy subjects or girl subjects, boy sports or girl sports, albeit with perfectly innocent agendas, the cumulative effect of such attitudes, we all know, could seriously impact a girl’s perceptions of the opportunities that are available to her in life. I think one of the most prominent ‘subjects’ in the hidden curriculum is attitude towards gender, which was the last post on this blog. The hidden curriculum is where a lot of subtle disempowerment takes place. The hidden curriculum is composed of the lessons that are not taught in schools but are learnt anyway. Within every school system, there is a curriculum and there is a hidden curriculum.
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