The Disadvantaged: Challenge to Education

The Disadvantaged: Challenge to Education

The Disadvantaged: Challenge to Education

The Disadvantaged: Challenge to Education

Excerpt

This is a book about the disadvantaged which goes far beyond the population envisaged in Title I of the Elementary and Secondary Education Act. For Fantini and Weinstein, the "disadvantaged" includes most of the population found in our elementary and secondary schools today. In fact, any child or youth for whom the curriculum is out-dated, inadequate, or irrelevant can be included in this category. Thus, while the authors think first of the impoverished and the racial or ethnic minorities, they worry too about the middle-class suburbanites who are leaving schools unknowingly shortchanged in terms of the values, attitudes, and commitments which are necessary in today's society. For this widened "target population" and its environment, Fantini and Weinstein present a view of what education should do and be for today's children and youth.

The authors have given a name to the vast and complex set of leamings which the child acquires before he enters the formal classroom: "the hidden curriculum." As a significant aspect of what and how the child learns, the bidden curriculum sets a foundation for the learner's progress in the organized school setting. Here the parent--consciously or unconsciously--provides both cognitive and affective content which current research respects as being influential in further learning.

Against this hidden curriculum, the authors present a criticism of the "Phoney School" curriculum, the unreal or artificial formal curriculum which may fall into one or more of four categories.

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