Editing Hidden curriculum (section)

==Aspects of learning==

Various aspects of learning contribute to the success of the hidden curriculum, including practices, procedures, rules, relationships, and structures.<ref name="Martin, Jane 1983"/> These school-specific aspects of learning may include, but are not limited to, the social structures of the classroom, the teacher's exercise of authority, the teacher's use of language, rules governing the relationship between teachers and students, standard learning activities, textbooks, audio-visual aids, furnishings, architecture, disciplinary measures, timetables, tracking systems, and curricular priorities.<ref name="Martin, Jane 1983"/> Variations among these sources can create the disparities found when comparing the hidden curricula in various class and social statuses. "Every school is both an expression of a political situation and a teacher of politics."<ref name="GreatAtlantic1972">{{cite book|author=Great Atlantic and Pacific School Conspiracy (Group)|title=Doing your own school: a practical guide to starting and operating a community school|url=https://books.google.com/books?id=1Ws2AAAAIAAJ|access-date=26 May 2013|year=1972|publisher=Beacon Press|isbn=978-0-8070-3172-8|page=95}}</ref>

While the actual material that students absorb through the hidden curriculum is of utmost importance, the personnel who convey it elicit special investigation. This particularly applies to the social and moral lessons conveyed by the hidden curriculum, for the moral characteristics and ideologies of teachers and other authority figures are translated into their lessons, albeit not necessarily on purpose.<ref>Kohlberg, Lawrence. "The Moral Atmosphere of the School." The Hidden Curriculum and Moral Education. Ed. Giroux, Henry and David Purpel. Berkeley, California: McCutchan Publishing Corporation, 1983. 61&ndash;81.</ref> 

These unintended learning experiences can also result from interactions between peers. Similar to interactions with authority figures, interactions amongst peers can promote moral and social ideals as well as fostering the exchange of information. Thus, these interactions are important sources of knowledge that contribute  to the success of the hidden curriculum.

=== Heteronormativity ===
According to Merfat Ayesh Alsubaie, the hidden curriculum of [[heteronormativity]] is the erasure of [[LGBT]] identities in the curriculum through the privileging of heterosexual identities.<ref name=":1">{{Cite journal|last=Alsubaie|first=Merfat Ayesh|date=2015|title=Hidden Curriculum as One of Current Issue of Curriculum|url=https://files.eric.ed.gov/fulltext/EJ1083566.pdf|journal=Journal of Education and Practice}}</ref> In a quote from Gust Yep, heteronormativity is the "presumption and assumption that all human experience is unquestionably and automatically heterosexual".<ref name=":2">{{Cite journal|last=Yep|first=Gust|date=2002|title=From homophobia and heterosexism to heteronormativity|pmid=24804596|journal=Journal of Lesbian Studies|volume=6|issue=3–4|pages=163–76|doi=10.1300/J155v06n03_14|s2cid=207254418}}</ref> Laws such as "[[No promo homo laws|No Promo Homo]]" that prohibit the mention or teaching of LGBT identities are considered to reinforce the hidden curriculum of heteronormativity.<ref name=":3">{{Cite journal|last=Chesir-Teran|first=Daniel|date=2009|title=Heterosexism in high school and victimization among lesbian, gay, bisexual, and questioning students|journal=Journal of Youth and Adolescence|volume=38|issue=7|pages=963–975|doi=10.1007/s10964-008-9364-x|pmid=19636739|s2cid=31080465}}</ref><ref name=":4">{{Cite web|url=https://www.glsen.org/learn/policy/issues/nopromohomo|title="No Promo Homo" Laws|website=GLSEN|language=en|access-date=2018-04-23}}</ref> According to Mary Preston, in addition to No Promo Homo laws, the lack of [[Sex education|sexual education]] in schools removes LGBT identities from the explicit curriculum and contributes to the hidden curriculum of heteronormativity.<ref name=":5">{{Cite journal|last=Preston|first=Mary|date=2016|title=They're just not mature right now': teachers' complicated perceptions of gender and anti-queer bullying|journal=Sex Education|volume=16|pages=22–34|doi=10.1080/14681811.2015.1019665|s2cid=144476429|doi-access=free}}</ref> Currently, over half of the states in the United States are not legally mandated to have any sexual education.

Depending on the cultural norm of the school, when students fall outside the heterosexual norm, other students and teachers have been shown to police them back in line with heteronormative expectations.<ref name=":6">{{Cite journal|last=Puchner|first=Laurel|date=2011|title=The right time and place? Middle school language arts teachers talk about not talking about sexual orientation|journal=Equity and Excellence in Education|volume=44|issue=2|pages=233–248|doi=10.1080/10665684.2011.563182|s2cid=143667653}}</ref> C. J. Pascoe said policing takes place through the use of bullying behaviors such as the use of words such as "fag, queer, or dyke" which are used to shame students with identities outside the norm. Pascoe said the use of LGBT slurs forms a "Fag Discourse." The "Fag Discourse" in schools upholds heteronormativity as sacred, works to silence LGBT voices, and embeds these heteronormative ideals within the hidden curriculum.<ref name=":0">{{Cite journal|last=Pascoe|first=C.J.|date=2005|title='Dude, you're a fag': Adolescent masculinity and the fag discourse|journal=Sexualities|volume=8|issue=3|pages=329–346|doi=10.1177/1363460705053337|s2cid=145152666}}</ref>

=== Autism ===
The term "hidden curriculum" also refers to the set of [[social norms]] and [[Social skills|skills]] that [[autistic]] people have to learn explicitly, but that non-autistic people learn automatically, such as [[theory of mind]].<ref name="endow-2010">{{cite web|url=https://autism-society.org/wp-content/uploads/2014/04/hidden-curriculum.pdf|last=Endow|first=Judy|title=Navigating the Social World: The Importance of Teaching and Learning the Hidden Curriculum|date=2010|work=Autism Advocate|publisher=Autism Society|access-date=2020-03-03|archive-date=2020-07-24|archive-url=https://web.archive.org/web/20200724072733/https://autism-society.org/wp-content/uploads/2014/04/hidden-curriculum.pdf|url-status=dead}}</ref> Another aspect of the "hidden curriculum" often taught to autistic students is that of labeling their emotions in an effort to help students avoid [[alexithymia]].<ref>{{cite thesis |last=Ishaq |first=Muhammad |date=2018|title=Teaching of Hidden Curriculum to Children with Autism Spectrum Disorder |type=Master's|chapter=4.1.3 Teaching labeling emotions to label their own |publisher=SCHOOL OF EDUCATIONAND COMMUNICATION (HLK) Jönköping University |chapter-url=https://www.diva-portal.org/smash/get/diva2:1290850/FULLTEXT01.pdf}}</ref>