Exploring children's experiences of schooling in Tanzania: How the 'hidden curriculum' undermines aspirations for sustainable development
Exploring children's experiences of schooling in Tanzania: How the 'hidden curriculum' undermines aspirations for sustainable development
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探索坦桑尼亚儿童的上学经历：“隐藏课程”如何破坏可持续发展的愿望
DOI：
10.1111/chso.12847
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发表时间：
2024
影响因子：
1.7
通讯作者：
Adamson L
中科院分区：
文献类型：
--
作者：
Adamson L
在坚定地将教育定位为多个全球发展目标的关键的愿望背景下，我们对许多儿童，特别是低收入，后殖民环境中的儿童如何接受教育表示关切。从坦桑尼亚的两项深入的定性研究中，我们证明了现有的教学实践，包括使用一种不熟悉的学习和教学语言，构成了一种“隐藏的课程”，这有力地破坏了可持续发展议程中的教育愿景。我们认为，研究前景儿童的经验应该有一个更突出的作用，因为它使我们能够理解全球政策制定的生活影响。
In the context of aspirations that firmly position education as the key to multiple global development goals, we raise concerns about how education is experienced by many children, particularly in low‐income, postcolonial contexts. Drawing from two, in‐depth qualitative studies in Tanzania, we demonstrate that existing pedagogical practices, including the use of an unfamiliar language of learning and teaching, constitute a ‘hidden curriculum’ that powerfully undermines the vision of education embedded in the sustainable development agenda. We argue that research that foregrounds children's experiences should have a more prominent role as it enables us to understand the lived implications of global policy‐making.