Citizenship, ‘Race’ and the Hidden Curriculum

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Abstract
Through the operation of the hidden curriculum, schools already teach a great deal about the realities of citizenship for black people. Many students are left in little doubt about the second class nature of the rights accorded their communities. Such experiences fundamentally challenge the ideology of a liberal, pluralist democracy which is presented in official guidance about citizenship education in the UK. In this context, moves to establish ‘education for citizenship’ may prove to be, at best, diversionary, at worst, yet another means of legitimating a corrupt status quo. Nevertheless, just as they often play an active role in denying black students rights in schools, so teachers also have the opportunity to challenge stereotypes and empower students by putting anti‐racist principles into practice. Drawing on qualitative data gathered in English comprehensive schools, this paper explores the powerful lessons that are being taught through teachers’ daily interactions with students. The paper highlights some of the problems and possibilities that currently exist, arguing that one of the most pressing needs is to recognise and challenge the racism that operates in school and society.

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