Influences on the curriculum — common mistakes

When discussing state control, use specific examples. Refer to the introduction of the National Curriculum in the UK (1988) and debates over its content, such as the emphasis on British history or phonics in reading, to show how political ideology shapes education.

Contrast the Marxist view of the hidden curriculum with the Functionalist perspective. Functionalists like Durkheim would see the hidden curriculum positively, as it instils shared norms and values (a 'value consensus'), promoting social solidarity and integration.

To evaluate, consider recent attempts to create a more multicultural or 'decolonised' curriculum. Discuss whether these changes are fundamental or merely tokenistic additions to an otherwise ethnocentric framework.

In an essay, link feminist critiques of the curriculum to wider patterns of gender inequality in the workplace, such as the gender pay gap and occupational segregation. This demonstrates your ability to connect different parts of the syllabus.

This is a common misconception. While the formal curriculum does consist of subjects, sociologists argue that the curriculum is much broader. It also includes the 'hidden curriculum'—the unstated values and norms learned through school routines. Furthermore, the choice of which subjects and which knowledge to include is a result of ideological struggles between different social groups, meaning the curriculum is never neutral.

Not according to all perspectives. While Marxists and Feminists see it as a negative tool for reproducing class and gender inequality, Functionalists have a more positive view. For them, the hidden curriculum is essential for teaching shared social norms and values (a value consensus), which helps to integrate individuals into society and maintain social solidarity. They see it as a vital part of secondary socialisation.

While the aim of a national curriculum is often stated as providing a standardised, fair education for all, sociologists argue it is never truly objective. The content is selected by the government of the day and therefore reflects its political and cultural ideology. For example, debates over the history curriculum often reveal a conflict between a more nationalistic, celebratory version of the past and a more critical, multicultural perspective. The curriculum is a site of ideological conflict, not a neutral body of facts.