The Role of the Hidden Curriculum: Institutional Messages of Inclusivity

Authors

  • David Killick Leeds Beckett University

DOI:

https://doi.org/10.14297/jpaap.v4i2.203

Keywords:

internationalisation, hidden curriculum, inclusivity, affective learning

Abstract

Significant attention is rightly given in literature concerning institutional curricular change to the design and delivery of the formal curriculum. Particularly influential in this area has been Biggs’ work on constructive alignment (Biggs, 1999, and subsequent editions) and the learning taxonomies which higher education has sought to utilise in the alignment process (Biggs & Collins, 1982; Bloom, 1956). However, the role of the hidden curriculum (Giroux & Purpel, 1983), much discussed in the context of school education for many years, has barely featured in the discourse around learning and teaching in higher education. In this reflective analysis, I consider the question, ‘To what extent do the learning communities we create and the hidden curriculum which frames them foster or fight the development of capabilities needed by our global students?’ and propose the hidden curriculum to be an area we can no longer neglect.

Author Biography

  • David Killick, Leeds Beckett University

    Prior to his Emeritus role, David Killick worked in his own institution and across the sector on the internationalisation of the curriculum. He has published and presented at national and international conferences on curriculum internationalisation, global citizenship and creating inclusive campuses. He is now a freelance HE consultant and mountain leader.

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Published

2015-11-02

Issue

Vol. 4 No. 2 (2016)

Section

Reflective Analysis Papers

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