Editing Hidden curriculum (section)

== Educational history ==

Early workers in the field of education were influenced by the notion that the preservation of the social privileges, interests, and knowledge of one group within the population was worth the exploitation of less powerful groups.<ref name="Apple 1983"/> Over time, this theory has become less blatant, yet its underlying tones remain a contributing factor to the issue of the hidden curriculum. Since then, several educational theories have been developed to help give meaning and structure to the hidden curriculum and to illustrate the role that schools play in [[socialization]]. 

Theoretical inquiries into the hidden curriculum, as cited by [[Henry Giroux]] and Anthony Penna, include for example a [[Structural functionalism|structural-functional]] view of education, a phenomenological view related to the "new" sociology of education, and a radical critical view corresponding to the [[Neo-Marxism|neo-Marxist]] analysis of the theory and practice of education. The structural-functional view focuses on how norms and values are conveyed within schools and the acceptance of the idea that those norms and values are necessary for the functioning of society. The phenomenological view suggests that meaning is created through situational encounters and interactions, and it implies that knowledge is somewhat objective. The radical critical view recognizes the relationship between economic and cultural reproduction and stresses the relationships among the theory, ideology, and social practice of learning. 

Although the first two theories have contributed to the analysis of the hidden curriculum, the radical critical view of schooling provides the most insight.<ref name="Giroux 1983" /> Additionally, it acknowledges the perpetuated economic and social aspects of education that are illustrated by the hidden curriculum.