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The Null Curriculum: Its Theoretical Basis and Practical Implications

The Null Curriculum: Its Theoretical Basis and Practical Implications In this essay we take a critical look at the concept of “null curriculum”—what schools do not teach—and ask two questions: 1) Can the term “null curriculum” be defined adequately for curriculum theorizing?, and 2) Is this concept in any way useful for practice? Our consideration of the null curriculum centers on its possible uses in terms of theory, research, and practice. In each of these areas, particular attention is given to the problems involved in clearly defining this rather ambiguous concept. We note that conceptions of curriculum play the dominant role in how null curriculum is defined, and point out that a given null curriculum can be identified only in relation to what is valued as educationally significant. Although the notion of null curriculum cannot be defined in precise terms, we conclude that it does have worthwhile application in certain practical areas of curriculum development and evaluation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Curriculum Inquiry Taylor & Francis

The Null Curriculum: Its Theoretical Basis and Practical Implications

The Null Curriculum: Its Theoretical Basis and Practical Implications

Curriculum Inquiry , Volume 16 (1): 10 – Mar 1, 1986

Abstract

In this essay we take a critical look at the concept of “null curriculum”—what schools do not teach—and ask two questions: 1) Can the term “null curriculum” be defined adequately for curriculum theorizing?, and 2) Is this concept in any way useful for practice? Our consideration of the null curriculum centers on its possible uses in terms of theory, research, and practice. In each of these areas, particular attention is given to the problems involved in clearly defining this rather ambiguous concept. We note that conceptions of curriculum play the dominant role in how null curriculum is defined, and point out that a given null curriculum can be identified only in relation to what is valued as educationally significant. Although the notion of null curriculum cannot be defined in precise terms, we conclude that it does have worthwhile application in certain practical areas of curriculum development and evaluation.

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References (7)

Publisher
Taylor & Francis
Copyright
© 1986 Taylor and Francis Group, LLC
ISSN
1467-873X
eISSN
0362-6784
DOI
10.1080/03626784.1986.11075989
Publisher site
See Article on Publisher Site

Abstract

In this essay we take a critical look at the concept of “null curriculum”—what schools do not teach—and ask two questions: 1) Can the term “null curriculum” be defined adequately for curriculum theorizing?, and 2) Is this concept in any way useful for practice? Our consideration of the null curriculum centers on its possible uses in terms of theory, research, and practice. In each of these areas, particular attention is given to the problems involved in clearly defining this rather ambiguous concept. We note that conceptions of curriculum play the dominant role in how null curriculum is defined, and point out that a given null curriculum can be identified only in relation to what is valued as educationally significant. Although the notion of null curriculum cannot be defined in precise terms, we conclude that it does have worthwhile application in certain practical areas of curriculum development and evaluation.

Journal

Curriculum InquiryTaylor & Francis

Published: Mar 1, 1986

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