Abstract

In my second year teaching at the elementary level, two biracial first graders told a Black child that she could not play because her skin was too dark. I found myself, a white female teacher, using the language of the bullying prevention programme to ignore the racialized nature of the incident and ultimately enact a hidden curriculum of white supremacy. In this article, I analyze the incident using the concept of hidden curriculum and a critical whiteness studies lens in order to better understand how formal social curricula, such as bullying prevention programmes, might be used to promote harmful social norms in a covert manner. I posit that explicit social curricula grounded in behaviourist theory are especially problematic because they are designed to elicit standardized rather than contextualized responses to problematic student behaviours. I explore the ways I utilized colour evasiveness and taught it to my students through the hidden curriculum and the bullying prevention programme. I conclude with implications for the implementation of formal social curricula in schools and considerations for teacher education to break white discourse norms that contribute to the hegemonic hidden curriculum.

摘要

在我小学二年级的教学中，两名混血儿一年级生告诉一个黑人孩子，她的皮肤太黑了，无法玩耍。我发现自己是位白人女老师，她在使用防止欺凌程序的语言来忽略事件的种族化性质，并最终制定了白人至上的隐性课程。在本文中，我将使用隐藏课程的概念和关键的白人研究视角来分析事件，以便更好地理解诸如欺凌预防计划之类的正式社会课程如何可以秘密地用于促进有害的社会规范。我认为，以行为主义理论为基础的明确的社会课程特别成问题，因为它们旨在引起对有问题的学生行为的标准化而不是情境化的反应。我探索了利用颜色规避的方法，并通过隐藏的课程和防止欺凌计划将其教给了我的学生。最后，我对在学校中实施正式的社会课程具有启示意义，并考虑了对教师教育的考虑，以打破构成霸权隐藏课程的白人话语规范。