Negotiating the hidden curriculum: power and affect in negotiated classrooms

Mayes, Eve 2013, Negotiating the hidden curriculum: power and affect in negotiated classrooms, English in Australia, vol. 48, no. 3, pp. 62-71.

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Title Negotiating the hidden curriculum: power and affect in negotiated classrooms
Author(s) Mayes, EveORCID iD for Mayes, Eve orcid.org/0000-0001-6741-2489
Journal name English in Australia
Volume number 48
Issue number 3
Start page 62
End page 71
Total pages 10
Publisher Australian Association for the Teaching of English
Place of publication Kensington Gardens, S. Aust.
Publication date 2013
ISSN 0155-2147
Summary Garth Boomer's ideas in Negotiating the Curriculum (1992a) resonate with discussions of shifting teacher and student roles and relationships in the 'student voice' movement. Boomer (1988) critiqued his earlier conception of power in Negotiating the Curriculum, asserting that he would 'now like to write a book on Negotiating the Hidden Curriculum', in which he would conduct an ethnographic 'micro-analysis' of the 'moment-by-moment dance' between teachers and students and the fluctuations in the 'flows and ebbs of affect and primal resistance in teachers and taught' (p. 171). This article takes up this provocation, considering a 2013 meeting of a cross-age student voice group where students, teachers and researchers collectively discussed the meanings and manifestations of the hidden curriculum through exploring Pink Floyd's Another Brick in the Wall (Waters, 1979), other film representations of school, and their own school. Four students and I analysed a transcript from this meeting, considering the dynamics of power and affect in negotiated classrooms.
Language eng
Field of Research 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl Economics, Business and Management)
1302 Curriculum And Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2013, Australian Association for the Teaching of English
Persistent URL http://hdl.handle.net/10536/DRO/DU:30084599

Document type: Journal Article
Collection: School of Education
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