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2021, vol. 26, iss. 1, pp. 15-25
School knowledge and hidden curriculum: A sociological perspective
University of Novi Sad, Faculty of Education, Sombor

emailsnezana.strangaric@pef.uns.ac.rs
Project:
Članak predstavlja rezultat rada na naučno-stručnom projektu Pedagoškog fakulteta u Somboru: Društveni fenomeni i savremena škola: inovacije u nastavi u funkciji efikasnog usvajanja sadržaja o društvu (2020-2021)

Abstract
The most important sociological approaches in the area of studying curriculum are presented in this paper. Our focus is specifically on a critical approach, where curriculum is observed as means of reproduction of social inequalities. Also, for deeper understanding of those social phenomena, the necessity of connecting sociology of knowledge and sociology of education is implied. We argue that the concept of hidden curriculum is a relevant and adequate frame for examining the process of transferring knowledge in school system, while reflexivity towards social hierarchies and hegemonic aspects is an important step in policymaking.
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About

article language: Serbian
document type: Review Paper
DOI: 10.5937/norma2101015Q
published in SCIndeks: 17/09/2021