Surfacing the hidden curriculum: Levelling the playing field for students
It is said that knowledge is power. This is because with more knowledge comes more opportunities – you can only effectively act on what you know. But how does knowledge become power to those who don’t yet possess it? How do we create social justice through the education system for students who come from all different backgrounds? How do we equip students with the skills and knowledge required of their chosen industry beyond preparing them to pass assessments?
In this recording, Sharon Aris and Richard Ingold take viewers through the underlying factors that impact on students’ success in the classroom and in industry. Sharon looks at how knowledge is valued and practiced in industry to reveal how it can be made more explicit to students in their classroom and assessment work. Richard looks at how knowledge of language and writing conventions can impact students’ chances of success, and provide practical examples for supporting student writers.
Audiences will gain an understanding of how they can work towards addressing existing social inequalities in education and better meet industry expectations.
- Sydney University LCT Centre
- Legitimation Code Theory
- ‘Riding waves to academic success’ by Richard Ingold and Daniel O’Sullivan
- Ingold, R. & O’Sullivan, D. (2017). Riding the waves to academic success. Modern English Teacher Magazine, 26(2), 39–43.
- Legitimation Code Theory. (2018). Legitimation Code Theory. Retrieved from http://sydney.edu.au/arts/research/lct/
- The University of Sydney. (2017). The LCT Centre for Knowledge-Building. Retrieved from http://sydney.edu.au/arts/research/lct/