structures found in education mirror or correspond to those of work. These two
sociologists argue that the principle operates through the hidden curriculum. They
believe that this prepares the different types of classes to the roles that they will have
in the future. For example the working class would be the exploited workers,
reproducing the workforce capitalism needs and perpetuating class inequality from
generation to generation. Examples of how the correspondence theory works through
the hidden curriculum would be; alienation through students’ lack of control over
education (what to study, timetabling) reflects alienation through the workers lack of
control over production (what, on how and when to produce). Overall, Marxists see
the hidden curriculum, key to preparing the different classes for the capitalist society
and reproducing the existing class inequality. Some of the key attributes of the hidden
curriculum according to Marxists include; how it helps to produce a subservient
workforce, it encourages the acceptance of hierarchy and pupils learn to be motivated
by external rewards.
Feminists also believe that the hidden curriculum legitimates class but also gender
inequality. Madeleine McDonald points out that Bowles and Gintis ignore the fact
that schools reproduce patriarchy and not just capitalism. Apperance is part of the
hidden curriculum, where the students are taught to wear a dress code. The difference
may highlight inequality. For example at some schools the females can’t wear
trousers bottoms but must wear skirts.
However Post modernists generally disagree with the Marxists, in particular Bowles
and Gintis. They don’t believe that the hidden curriculum promotes class inequality.
Lyotard claims that class divisions are less important and instead new social divisions
based on gender, ethnicity, and sexuality have become more important. Today has a
more diverse and fragmented society. People can now pick their identities from a
wide range of sources. An individual may see herself as gay, straight, white, black or
Asian rather than a simple middle or working class.
Functionalist view is that the Hidden curriculum is needed. If capitalism is to succeed,
it requires a hard-working, docile, obedient and highly motivated workforce. The
hidden curriculum helps achieve this. It performs vital social functions, including
transmitting shared norms and values and equipping with the knowledge, skills and
habits needed for work. Parsons talks about how, in advanced industrial society, status
is largely achieved. This is where the individual achieves their occupational status. A
child must move to the universalistic standards and achieved status of adult society.
He argues that the school prepares young people for this transition. For example their
conduct is assessed against the school rules. Schools operate on meritocratic
principles, where everyone has an equal opportunity to achieve. Durkhiem also
believes that schools transmit general values as well as specific skills. This can be
done through the hidden curriculum.
The hidden curriculum affects pupils in many ways. There are many social
explanations as to what they are.
The general Marxist view about how the hidden curriculum promotes capitalism has
been challenged. For example feminists believe that it does to patriarchy and
functionalist claim that it is vital to the workings of society.
