Rituals and the hidden curriculum or Where should ritual studies be classified within education? A theoretical (and biographical) reconstruction
Vol.14,No.2(2009)
Studia paedagogica
The paper is an attempt to localize ritual studies within the theory and methodolog y of educational sciences. A fundamental paradigmatic (but also biographically-based) “alliance” can be found with the concepts of the so-called hidden curriculum, the latter providing a ground for selecting features constitutive of this “alliance” (overt and covert aspects of formative phenomena, importance of automating the process of splitting the overt from the covert etc.). A methodological “alliance” is found with the ethnographic approach, one associated with concepts of the hidden curriculum, too. As for the systemic point of view, ritual studies may be seen as akin to the so-called reflexive paradigms, integrated within the so-called reflexive education science in educational theory.
keywords: hidden curriculum, ritual studies, routines ethnographic approach, turn to educational of the everydayness, reflexive education science
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