Equity and implicit curriculum: the hidden inequalities in the classroom

Abstract

This article focuses on the micro-interactionist level of the school as an institution in order to analyse those aspects of the implicit curriculum that may affect the classroom in terms of equity. The implicit curriculum, in addition to setting management, refers to the relational dimension of teaching. For instance, teachers’ expectations are a key element that may have consequences in terms of inequalities (e.g. “Pygmalion effect”), and on the class climate. A case study carried out in 2016 at a lower secondary school in Turin highlights the relevance of the implicit curriculum in the classroom as well as offers ideas for reflection-action to teachers, educators, school leaders and decision-makers.