ZURAWSKI_MIROSLAWA_21082393_A1

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Curtin University *

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Jun 18, 2024

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Part 1 The curriculum is not a static document but influenced by various societal, cultural, and political factors, shaping students' learning experiences (Gobby, 2022, p. 29). These influences shape how learners engage with the curriculum. Political and economic choices impact the intended curriculum, highlighting the influence of decisions made at higher levels (Rinaldi, 2001, p. 40). Cultural norms also impact classroom expectations and the perception and implementation of the curriculum (Rinaldi, p. 41). This suggests that the cultural context in which education takes place can impact how the curriculum is perceived and implemented. Social institutions like schools and communities shape both educators' and learners' identities and experiences (Down, 2022, p. 346). This implies that the broader social structures and institutions, such as schools and communities, play a role in shaping both the educators' and learners' identities and experiences. Scarino (2019, as cited in Gobby, 2022, p.31) suggests that by viewing the curriculum as flexible content to be taught, educators can acknowledge the individual identities of students as learners and recognise the importance of their unique learning processes. While the envisioned and formal curriculum (ACARA, n.d.) describes what students are required to learn, their learning experiences may transcend beyond what is being taught. Gobby (2022, p. 30) argues that unplanned learning experiences are valuable to students and that what students actually learn may differ from what educators plan to teach. This recognises the importance of acknowledging and embracing the unexpected learning opportunities that arise in the classroom. Gobby (p. 34) further suggests that the official curriculum be implemented in such a way that individual learners have relevant and meaningful learning experiences. This emphasises the need for educators to adapt and tailor the curriculum to meet the specific needs and interests of their students. Educators play a crucial role in interpreting and implementing the curriculum based on their knowledge, beliefs, and available resources. Giamminuti (2022, p. 119) adds that educators' philosophies evolve over time through trial and error, influenced by a combination of cultural and professional beliefs. This implies that educators continuously refine their approach to teaching and curriculum implementation, seeking to create positive learning experiences for their students. Rinaldi (p. 43) supports this notion by highlighting that educators bring their growth and development to the table, drawing from their values and accumulated knowledge over time. The educator's role in shaping learners' experiences is emphasised, as educators make numerous curriculum decisions on a daily basis that can impact both planned and unplanned learning opportunities.

The emergent curriculum responds to a child's interests, and educators guide their responses (Gobby, 2022, p. 36). Involving learners in decision-making empowers them and promotes active participation (Gobby, p. 36). The negotiated curriculum involves attentively listening, documenting, and interpreting student learning, leveraging their strengths and expertise (Giamminuti, p. 141). Educators who reflect, adapt their teaching methods, and act as researchers notice improved student involvement and connection (Giamminuti, p. 149). Challenging assumptions and thinking outside expected norms promotes an inclusive and responsive curriculum (Down, 2022, p. 343). Seeing students as engaged learners and supporting their unique identities contributes to a positive schooling experience (Giamminuti, p. 153). The Reggio Emilia approach recognizes children's potential and values their experiences (Giamminuti, 2022, p. 144). Educators have a responsibility to their students and should create a flexible and responsive curriculum (Rinaldi, 2001, pp. 42-43). The hidden curriculum communicates implicit messages and values, shaping students' behaviors and attitudes (Gobby, 2022, p. 38). Schools as places of formation teach cultural values influenced by educators' own beliefs (Rinaldi, 2001, p. 38). The learning environment should reflect cultural diversity, encourage active learning, and promote social interaction (Merewether, 2022, p. 390). Creating an inclusive environment with accessible resources fosters a sense of belonging (Merewether, p. 397). The learning environment can connect students to their families, communities, and the broader world, enhancing engagement (Giamminuti, p. 140). According to Gobby (2022, p. 38) schools and educators unintentionally communicate messages that make up the hidden curriculum. The hidden curriculum refers to the implicit messages and values that are conveyed through educators' decisions and practices, which are influenced by their knowledge and personal beliefs. These messages often shape students' behaviours and attitudes, sometimes leading to conformity rather than encouraging critical thinking and independent thought. Rinaldi (2001, p. 38) discusses schools as places of formation, where cultural values are taught by educators based on their own concept of values and the culture to which they belong. This highlights the impact of broader societal factors on the hidden curriculum and the values that are implicitly communicated through education. Merewether (2022, p. 409) discusses how the organisation of the learning environment, including schedules and routines, reflects the goals and values of the school.

In some cases, these organisational aspects are not up for discussion or negotiation, further reinforcing the hidden curriculum. To address potential negative effects of the hidden curriculum and promote positive schooling experiences, educators should engage in self- reflection to improve their classroom practices. Down (p. 343) asserts that CRP (critically reflective practice) involves educators engaging in self-reflection and challenging their beliefs, values, as well as questioning policies and practices. By critically examining their own assumptions and reflecting on the reasons behind their decisions, educators can gain a deeper understanding of their practice and identify areas for improvement. Through CRP, educators accept responsibility and ownership of their practice, as mentioned by Down (pp. 354-355) . They actively question, investigate, and reconstruct their teaching methods, which can lead to transformative changes in their approach to education. CRP helps educators recognise that thought and action are interconnected and influence each other, as emphasised by Down (p. 358) . By engaging in reflection and journaling, educators can critically evaluate their actions, consider alternatives, and make informed decisions about their teaching practices. Merewether (p. 398) also emphasises the importance of documenting and researching teaching practices as part of CRP. Effective and ongoing CRP is crucial for professional development, as it allows educators to make informed decisions, enhance the quality of their practice, build confidence, and increase productivity (Down, 2022, p. 359) . By cultivating critical awareness and continuously reflecting on their teaching approaches, educators can foster their own growth and create a more effective and engaging learning environment for their students. According to Merewether (p. 390) , educators' views of learning, teaching, and the curriculum, as well as their philosophy, influence how they design and present the learning environment. The learning environment itself communicates messages to students about what is valued in terms of culture, active learning, and social interaction. Creating a learning environment that welcomes and values diverse cultures sends a message that all students' backgrounds and identities are respected and embraced. An accessible environment with a variety of equipment and materials conveys that active learning is valued, encouraging students to engage and explore. Teachers have a responsibility to ensure that the learning environment supports the needs of students who spend extended periods of time in these settings, as noted by Merewether (p. 397) . By fostering a sense of connection and engagement with their surroundings, students can develop a stronger sense of belonging and ownership in their

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learning journey. Giamminuti (p. 140) highlights the importance of developing a child's ecological identity, which involves nurturing their sense of wonder and curiosity. Giamminuti (2022, p. 139) suggests that when a child has a sense of belonging to a place, their identities become intertwined with that place, creating an environment where learning can thrive. This sense of belonging fosters a strong connection to the surroundings and contributes to the child's overall identity formation. Mackey (p. 26) supports this perspective by highlighting that when a child belongs to a place, it becomes an integral part of their identity, which has significant implications for learning. The connection to a particular place can influence a child's attitudes, values, and perspectives, making learning more meaningful and relevant to their lives. Furthermore, Mackey (p. 27) discusses the importance of pedagogy that embraces participation, belonging, inquiry, and communication within a specific place. By creating learning experiences that allow children to actively engage with their surroundings and exercise agency, educators provide opportunities for them to develop a deep connection to the place and its values. This participatory approach promotes a sense of ownership and empowers children to take an active role in their learning. Engaging in place-based experiences promotes active learning and nurtures lifelong values, as stated by Mackey (p. 27) . By connecting children to their environment, educators help them develop an ecological identity and increase their awareness of the significance of place. This connection fosters a sense of belonging, providing children with a safe and meaningful context for their identity formation and learning. When learners have a deep connection to a place and feel a sense of love and value for where they belong, educators play a crucial role in nurturing and encouraging this connection. This process is vital for determining their identity, building confidence, and fostering a positive and meaningful learning experience. Part 2 As an ESL (English as a Second Language) student in Sydney, my schooling experience was both challenging and eye-opening. Arriving in a new country in 1993, with limited English proficiency, I faced the daunting task of navigating an unfamiliar education system while trying to communicate and understand the language. One of the first things I noticed was the lack of support for ESL students like myself. While there were ESL programs in place, they were often understaffed and overwhelmed with the

number of students needing assistance. I found myself in large classrooms with limited opportunities for individualised attention or targeted language instruction. It was disheartening to struggle with the language barrier and feel like I was falling behind my peers. The norms and expectations of the classroom often emphasised fluency in English, leaving little room for students like me who were still in the process of acquiring the language. The pressure to conform to the language expectations and perform at the same level as native English speakers was immense. There were days that I did not want to get up and go to school. I could not face the torment of being called “slow” or “dumb” or being told that I belonged in “Special Ed” by my fellow students. Having that dreaded feeling that again today the teacher would become frustrated with me and ignore me. Teachers, too, were faced with the challenge of accommodating diverse language needs within a mainstream classroom. While some were understanding and supportive, others lacked the training or resources to effectively address the needs of ESL students. It became evident that the success of my education depended not only on my own efforts but also on the level of support and understanding I received from my teachers. Without proper support, I often felt isolated and disconnected from my classmates. Simple tasks, such as participating in class discussions or completing assignments, became arduous challenges. I struggled to express myself, understand instructions, and comprehend the course material. It was frustrating to have ideas and thoughts in my native language but not possess the language skills to communicate them effectively. However, despite the hardships, my experience as an ESL student in also taught me resilience and the importance of self-motivation. I sought out every opportunity to practice my English, whether it was through joining extracurricular activities, participating in language exchange programs, or immersing myself in the local community. I was determined to overcome the language barrier and succeed academically. Over time, I gradually improved my English skills and started to feel more confident in the classroom. It was through the support of a few dedicated teachers who recognised my potential and provided extra assistance that I began to thrive academically. Their encouragement and belief in my abilities made a world of difference.

Part 3 My experience starts from Year 2 (1993) until Year 6 (1997). The hidden curriculum is depicted in this narrative as the unit's big theme, in which students learn not only what is in the official curriculum but also by simply complying with the guidelines, routines, and modes of knowledge that organise learning environments on a daily basis. As an ESL student, my schooling experience was shaped not only by the official curriculum but also by the hidden curriculum that governed the expectations and norms of the educational setting. Coming from a different cultural background and language, I quickly realised that there was much more to learn than just academic subjects. The hidden curriculum, as Gobby (2022, p. 38) points out, played a significant role in my experience as an ESL student. The norms and expectations of the classroom often emphasised fluency in English, leaving little room for students like me who were still in the process of acquiring the language. The pressure to conform to the language expectations and perform at the same level as native English speakers was immense. In the classroom, I encountered a hidden curriculum that placed a strong emphasis on assimilation and conformity. The unspoken message was that to be successful, I needed to adapt to the dominant culture and language. While this was not explicitly taught, it became evident through the interactions between teachers and students. While the intended curriculum is crucial, it is equally important for teachers to consider the enacted curriculum, which involves the actual implementation of teaching strategies and practices in the classroom. As Rinaldi (2001, pp. 38-41) suggests, the hidden curriculum is shaped by educators' values and beliefs, which, in turn, influence the education and experiences of students. By being more attuned to the diverse needs of students, teachers can bridge the gap between the intended and enacted curriculum, ensuring that every learner receives the support they require to succeed. One aspect of the hidden curriculum was the expectation of language proficiency. Although I was there to improve my English skills, there was a pressure to quickly become fluent and speak like a native speaker. Teachers often praised students who spoke fluently and without

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an accent, reinforcing the idea that this was the ideal. This expectation made me feel self- conscious about my accent and hesitant to participate in class discussions. Through critical reflection, we can challenge the hidden curriculum and make positive changes in the lives of young learners. By valuing and embracing differences, adapting teaching practices, and creating inclusive learning environments, educators can empower students to become active participants in their own education. It is through this ongoing process of reflection and questioning that we can truly make a difference in the lives and learning experiences of our students (Down, 2022, p. 359) . The readings that assisted me with my narrative were: Down, B. (2022). Critically reflective practice: What is it and why is it needed now? In B. Gobby & R. Walker. (Eds.), Powers of curriculum: Sociological perspectives of education (Chapter 13). Oxford University Press. Gobby, B. (2022). What is curriculum? In B. Gobby & R. Walker (Eds.), Powers of curriculum: Sociological perspectives on education (Chapter 1). Oxford University Press. Rinaldi, C. (2001). Infant-toddler and preschools as places of culture. In C. Giudici, M. Krechevsky & C. Rinaldi (Eds.), Making learning visible: children as individual and group learners (pp. 38-47). Project Zero / Reggio Children.

References Down, B. (2022). Critically reflective practice: What is it and why is it needed now? In B. Gobby, & R. Walker (Eds.), Powers of curriculum: sociological aspects of education (2nd ed.). Oxford University Press. Giamminuti, S. (2022). Educators' philosophies: Encountering and weaving images. In B. Gobby, & R. Walker (Eds.), Powers of curriculum: Sociological perspectives on education (2nd ed.). Oxford University Press. Gobby, B. (2022). What is Curriculum? In B. Gobby, & R. Walker (Eds.), Powers of Curriculum: Sociological Aspects of Education (2nd ed.). Oxford University Press. Mackey, G. (2016). Love the place where you belong: Ecological identity in early childhood. Early Education, 60 , 26-30. Merewether, J. (2022). Environment as Curriculum. In B. Gobby, & R. Walker (Eds.), Powers of curriculum: Sociological aspects of education (2nd ed.). Oxford University Press. Rinaldi, C. (2001). Infant-toddler and preschools as places of culture. In C. Guidici, M. Krechevsky, & C. Rinaldi (Eds.), Making learning visible: children as individual and group learners (pp. 38-47). Project Zero / Reggio Children.

ZURAWSKI_MIROSLAWA_21082393_A1

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