Social Justice and Curriculum

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Social Justice and Curriculum

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Introduction
School curriculum means certain rules and regulations which it follows in order to establish its
objectives. School curriculum or curricula means the chapters and the education imparted and
taught in the different classes during the academic years. It is the distribution of knowledge, skill
and education to the pupils who have taken admission in the school (Warren, Roberts, Breunig,
& Alvarez, 2014). The education is imparted through the teachers. Diverse mechanisms are
adopted to make the education interesting for the pupils. Different curriculums adopted by
different schools, make them unique from each other. The curriculums are broadly classified into
the following: hidden curriculum, formal curriculum and absent curriculum (Yates & Grumet,
2011).
Having a clear understanding regarding curriculum is essential. Specially, the guardians who
send their wards to school, must possess a clear idea regarding the curriculum of the school. The
curriculum is highly essential in every school, because it the major way in which a school is
guided and run. Without a curriculum, the school would have no target or aims to fulfill. The
schools would have an existence without a purpose. There would be no rules and regulations to
guide the students and give shape to their future (Whitty, 2017). The current assessment is based
on the formal and the hidden curriculum of a school located at New Delhi in India. The formal
curriculum and the hidden curriculum have been discussed from the social justice perception.
Further, certain ways of improvement have also been stated with regard to the hidden curriculum
of the school. The school along with the elements of formal and hidden curriculum has been
discussed below.
Formal School Curriculum
Formal curriculum means the pre mediated rules, regulations and objectives given by a school
for the pupils admitted and the teachers and the staff recruited to follow. It is commonly known
as the official curriculum. It incorporates within itself the imparting of knowledge and education,
learning procedure and the assets for the development of the school (Tickly & Barrett, 2011).
The school in India, want to provide to the pupils the best curriculum. From this point of view, it
is meant that all the students should receive the absolute education which aid them to be capable
in life. The formal curriculum includes, the basic subjects of English, vernacular, history,

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geography, physics, chemistry. Biology, mathematics, computers and economics. These subjects
are at secondary level. The higher secondary level includes, home science, foreign languages,
religious education, design technology. Apart from imparting the academic knowledge, the
school provides for art and creative education. Classes on drawing and painting, making of
craftwork, singing, dancing, drama, oratory skills, physical training are included (Baines, 2011).
The school provides for the pupils to engage their free times either in the library or in the
playrooms. The arrangements for indoor and outdoor games is made. There is free access for the
students to go to the canteen during the break times. The school begins from 9 in the morning
and ends at 2 in the afternoon (De Moor, Hülsmann, Kirkevang, Tanalp, & Whitworth, 2013).
Every academic year requires the fulfillment of ten subjects. The grades and level of learning
with regard to every subject increases with the upcoming standards. Similarly, the levels of art
and creative work hop to the next stages with the upcoming years. The target of the curriculum is
to achieve the success of the pupils. Every student should attain a minimum of 40% marks in
every subject. Every pupil is desired to be fluent in English and possess a knowledge regarding
the current affairs and general knowledge. The examination pattern for the pupils of every
academic year is based on two terms (Blasco, 2012). Every academic year commences from the
month of April and ends in march. The first terminal examination begins from the month of
August to September and the final term commences in March. In the meantime, there are weekly
assessments and projects for every pupil to do. This system ensures that the pupils consistently
remain well versed with their subjects. The curriculum ensures that every pupil attend their
classes. There has been provision for inculcating prayer habits and reading habits. Annual
functions, concerts, carnival, sports, fetes, talent contests, competitions on Quiz, dance, poetry,
drama singing, dancing, and drawings are held. The curriculum has made it mandatory for the
pupils to participate in at least two such programs. The best works are then portrayed in the
exhibitions whereby guests are invited. The school takes the pupils of higher classes for
excursions to gain the practical knowledge. Excursions for science, history and geography is
essential. The students have to prepare reports based on their experience and learning. The
efficient teaching staff provide with adequate class work and necessary home work for every
student (Cochrane, 2014).
From the perception of social justice, it is essential for every pupil to follow the principles.
Social justice refers to the maintaining of equal and similar rights among the human beings

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possessing different caste, race, creed, sex and nationality. In order to live happily in the society,
and in this case, to attend school, every pupil should be given equal importance. From the social
justice perspective, every discrimination should be done away with every regard to every pupil
(Kanu, 2011). They possess equal rights, interests and liabilities to survive in the school and
learn happily. This concept also brings in satisfaction amongst the parents that their wards are
secured and attain education. The formal curriculum followed by the above school in India, is at
par with social justice. After a close look upon the evaluation of the formal curriculum of the
school, it can be stated that there are various evidences showing that the school has a curriculum
with regard to the social justice phenomena. Every student based on their merits are admitted to
the school (Magolda, 2014). The admission does not affect any discriminating factor like
religion, caste, creed or race. Equal importance and lessons are provided to every pupil
irrespective of their caste r any other factor. Every pupil is supplied with the canteen food
without discrimination at subsidized rates. No pupil is given preference over the other during
examinations. The marking structure is impartial and completely based on merit. Special
attention and tuition classes are provided for the weak pupils and it does not allow any
discrimination. Equal opportunities and responsibilities are divided between the pupils. They do
not feel left out in any way in the school on the basis of any difference. The same quantity and
quality of education is supplied to all who are admitted in the school (Rahman, 2013).
Hidden School Curriculum
Hidden curriculum on the other hand, is commonly known as unofficial curriculum. It
incorporates in itself all ancillary and secondary knowledge that the pupils gain in school. It
includes in itself the cognitive development of pupils regarding expression, private relationships,
how to deal with power and responsibilities, rivalry, the keys of determination skills etc
(Cubukcu, 2012). Hidden curriculum puts emphasis upon the practicalities of life as compared to
the formal curriculum which lays emphasis upon the theoretical aspects of education. Another
comparison is that the hidden curriculum is not documented anywhere. They are learnt by the
pupils automatically (Hafferty & Guafberg, 2013).
The hidden curriculum mainly includes, maintenance of time, learning of ethics, taking of
responsibilities. With respect to the school timings the pupils have to reach in time, otherwise the