Invisible Influences: Uncovering and Exploring the Implicit Curriculum in Elementary Social Studies (Teacher) Education

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Hidden Curricula and Emerging Discourses: Unpacking Preservice Teacher Development and Social Discourses in Social Studies Education (Table 11)

Abstract

Elementary classrooms are dynamic environments where explicit and implicit curricula shape students' understanding of the world. While explicit curriculum consists of planned instruction, implicit curriculum encompasses the unintentional lessons conveyed through daily interactions, classroom culture, and school practices. This implicit curriculum often reinforces dominant norms and values, which may go unrecognized by both educators and students. The findings of this case study reveal the prevalence of implicit social studies lessons that perpetuate dominant cultural narratives and marginalize non-dominant identities, and exemplify how the hidden curriculum can shape perceptions and reinforce oppressive norms for both teachers and students. This study underscores the need for critical reflection among pre-service teachers and teacher educators to recognize and address the implicit messages conveyed in classrooms.

Author

• Abigail Stebbins, The Ohio State University