Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Education and the State in Modern PeruInside Primary Schools

Education and the State in Modern Peru: Inside Primary Schools [In this chapter, I examine the school culture that political and educational officers, parents, and students built within schools during the period under study. The concept of “school culture” refers to the subjects and behaviors that educational institutions imparted and the methods they used.1 The participants of the education process, together with official regulations, defined these contents and practices on a day-to-day basis. School officers, teachers, and parents held ideas, beliefs, and values, related to broader conceptions of politics, class, race, religion, and gender. To determine what these concepts, values, and views were, and to assess their impact on the evolution of schooling, I present two parallel stories: that of the “explicit” curricula and that of the “hidden” one, and parental responses toward each. The explicit curricula were the classes schools taught to communicate specific knowledge and models of behavior to students. Hidden curricula allude to the values and patterns of conduct that schools transmitted implicitly to students through teaching methods, disciplinary practices, and school rituals.2 Parents responded to the explicit and hidden curricula through their engagement with the school system.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Education and the State in Modern PeruInside Primary Schools

Download PDF
38 pages

Loading next page...
 
/lp/springer-journals/education-and-the-state-in-modern-peru-inside-primary-schools-t1Iw4K5dnH

References (4)

Publisher
Palgrave Macmillan US
Copyright
© Palgrave Macmillan, a division of Nature America Inc. 2013
ISBN
978-1-349-46404-3
Pages
119 –157
DOI
10.1057/9781137333032_5
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter, I examine the school culture that political and educational officers, parents, and students built within schools during the period under study. The concept of “school culture” refers to the subjects and behaviors that educational institutions imparted and the methods they used.1 The participants of the education process, together with official regulations, defined these contents and practices on a day-to-day basis. School officers, teachers, and parents held ideas, beliefs, and values, related to broader conceptions of politics, class, race, religion, and gender. To determine what these concepts, values, and views were, and to assess their impact on the evolution of schooling, I present two parallel stories: that of the “explicit” curricula and that of the “hidden” one, and parental responses toward each. The explicit curricula were the classes schools taught to communicate specific knowledge and models of behavior to students. Hidden curricula allude to the values and patterns of conduct that schools transmitted implicitly to students through teaching methods, disciplinary practices, and school rituals.2 Parents responded to the explicit and hidden curricula through their engagement with the school system.]

Published: Nov 6, 2015

Keywords: Corporal Punishment; Public Examination; Disciplinary Practice; Hide Curriculum; School Inspector

There are no references for this article.