School knowledge and hidden curriculum: A sociological perspective-Reference-Cited by-同舟云学术

School knowledge and hidden curriculum: A sociological perspective

Published:2021 Issue:1 Volume:26 Page:15-25
ISSN:0353-7129
Container-title:Norma
language:en
Short-container-title:Norma

Author:

Štrangarić Snežana

Abstract

The most important sociological approaches in the area of studying curriculum are presented in this paper. Our focus is specifically on a critical approach, where curriculum is observed as means of reproduction of social inequalities. Also, for deeper understanding of those social phenomena, the necessity of connecting sociology of knowledge and sociology of education is implied. We argue that the concept of hidden curriculum is a relevant and adequate frame for examining the process of transferring knowledge in school system, while reflexivity towards social hierarchies and hegemonic aspects is an important step in policymaking.

Publisher

Centre for Evaluation in Education and Science (CEON/CEES)

Subject

Management of Technology and Innovation

Link

https://scindeks-clanci.ceon.rs/data/pdf/0353-7129/2021/0353-71292101015Q.pdf

Reference31 articles.

1. Altiser, L. (2012). Ideologija i državni ideološki aparati (beleške za jedno istraživanje). U: Đorđević, J. (pr.) Studije kulture -zbornik (str. 143-147). Beograd: Službeni glasnik;

2. Apple, M. (2012). Ideologija i kurikulum. Beograd: Fabrika knjiga;

3. Apple, M., Ball, S. & Gandin, L. (Ed.) (2010). The Routledge International Handbook of Sociology of Education. London and New York: Routledge;

4. Berger, P., i Lukman, T. (2015). Problem sociologije znanja. U: Marinković, D. i Ristić, D. (pr.) Društvo i znanje (str. 384-401). Novi Sad: Mediterran publishing;

5. Bernstajn, B. (1979). Jezik i društvene klase. Beograd: Beogradski grafičko-izdavački zavod;