Hidden curriculum: Voices of Chinese rural migrant children

Research output: Contribution to journalArticlepeer-review

Abstract

United Nations Sustainable Development Goal 10 emphasises the need to ‘reduce inequality within and among countries.’ In line with this goal, this study focuses on the educational experiences of five rural migrant children from an urban village in China. Using the concept of hidden curriculum (HC), the study explores whether these children have encountered social exclusion in their schools. Through interviews and observations, the study shows that the HC is not easily discernible but subtly influences students, teachers, and parents, resulting in a certain degree of social exclusion within various educational facets. Reducing inequalities through education presents significant challenges, requiring sustained efforts.

Original languageEnglish
JournalChildren and Society
Early online date13 May 2024
DOIs
Publication statusE-pub ahead of print - 13 May 2024

Data Availability Statement

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Keywords

  • Chinese rural migrant children
  • hidden curriculum
  • school education
  • social exclusion
  • United Nations sustainable development goal 10

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Life-span and Life-course Studies

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