Recipes from the Gingerbread House: Exploring the Witch Archetype to Address the Hidden Curriculum in Secondary Schools

Recipes from the Gingerbread House: Exploring the Witch Archetype to Address the Hidden Curriculum in Secondary Schools

Some of the monsters we have created as a society: stereotypes, vilification and ‘othering’ have their roots in the classroom, often generated and perpetuated by means of the ‘hidden curriculum’. The hidden curriculum involves the beliefs and values that are implied (rather than made explicit) to students by means of teaching and administrative practices (Rodriguez & Mai, 2012). It both reflects and perpetuates beliefs according to ideologies of prevailing political power; often based on an erroneous or skewed understanding of historic and anthropological developments. My research project for the Doctor of Creative Arts (USQ) utilises the fairy tale metaphor to draw on my extensive experience as a visual art educator and explores the hidden curriculum in schools by drawing on Hansel and Gretel to seek fresh insights into ways of educating students within the contemporary context. In this metaphor, the secondary art classroom or studio is likened to the Gingerbread House and the art teacher to the witch. Exploration of the witch – who is the ubiquitous ‘monster’ of the fairy tale – as a teacher of creativity reveals her powerful ability to disrupt the messages of the hidden curriculum such as gender stereotyping and the deterrence of diversity. The purpose of this project is to use creative practice to disrupt the hidden curriculum and suggest alternatives which may contribute to a more sustainable and egalitarian culture. Improving outcomes for students (especially girls) in terms of the richness of their lives before and after graduation ultimately leads to subtle shifts in societal attitudes.

Reference
Rodriguez, R. G., & Mai, D. (2012). The Hidden Curriculum. Military Medicine, 177(9), 999-1001.