Analysis Of Egerton Ryerson And The Hidden Curriculum

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It is pertinent for me to begin this assignment by first contrasting the key phrase “hidden curriculum” with “formal curriculum.” According to the Great School Partnership:
Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. While the “formal” curriculum consists of the courses, lessons, and learning activities students participate in, as well as the knowledge and skills educators intentionally teach to students, the hidden curriculum consists of the unspoken or implicit academic, social, and cultural messages that are communicated to students while they are in school. (Abbott, 2014, para1)
In his work “Egerton Ryerson and the Hidden Curriculum” Friesen sees the “hidden curriculum” as “a by-product of the education system, whereby educators and students alike transmit, reflect, reproduce, and otherwise uphold ideology (norms, beliefs, values), sometimes intentionally and sometimes unintentionally” ( 2014, para 1).
Friesen’s definition is more appropriate to the case of Aboriginal children, as the school promoters “upheld ideology sometimes intentionally and sometimes unintentionally” (Friesen, 2014, para1) and pushed their ideologies on the Aboriginal children who were stripped of their “savage” ways of life and were consequently
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Before the advent of the Europeans, the Aboriginals cherished their religions. Their spiritual life was original to them. For example, “Chiefs used potlatches to name children, to announce an important mar¬riage, to transfer titles and privileges from father to son, and to mourn the dead” (Partridge, 2010 p. 48). Although “residential schools were funded by the federal government,” they “were operated by the Catholic, Anglican, Presbyterian, and United churches” (Partridge, p.

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