Null Curriculum: Through Two Voices In New York State Elementary Curriculum

Abstract

Elliot Eisner theorized three different types of curricula presented in education, explicit, implicit and null curriculum. Explicit curriculum is defined as having goals to teach the history of the country, “sciences, the arts, physical education, social studies, and foreign language instruction” (Eisner, 1985, p. 88). Eisner (1985) defined implicit curriculum as teaching “ a host of intellectual and social virtues: punctuality, a willingness to work hard on tasks that are not immediately enjoyable, and the ability to defer immediate gratification” (Eisner, 1985, p. 95). Lastly, null curriculum is defined as what is not taught in schools. Eisner (1985) describes it as being ignorant, and “is not simply a neutral void; it has important effects on the kinds of options one is able to consider, the alternatives that one can examine, and the perspectives from which one can view a situation or problem” (p. 97). As a future educator myself I feel that what is missing in the curriculum, the null curriculum, can be influential to students and their ability to gain an accurate education. Null curriculum persists within the New York State Elementary social studies framework and learning standards. Students are taught through a sanitized curriculum. They leave school only knowing a puzzle piece of knowledge to the greater puzzle of history. Although this curriculum may be comfortable to teach, students deserve an honest and accurate education. Other educators may not know the full story to the histories they were taught as students. If that is the case, educators need to better educate themselves. The persistent stereotypical misrepresenting views need to end instead of further passing through generations. I have found through extensive research that this change is possible, but educators need to be motivated and educated. I examined representations of Native Americans and Asian Americans in New York’s social studies curriculum because both groups are victims of null curriculum. Native American and Asian American stories and histories are not told correctly if told at all. The Eurocentric perspective is brainwashing students. For educators that fear teaching the truth I have found various methods to utilize that are easy and effective. These materials still align with New York State’s curriculum standards. The only difference is students will be gaining the full story instead of the cover up story that perceives America as truly being The Land of the Free. My goal is to support educators in identifying the gaps in the curriculum, feel motivated to teach the greater stories with confidence and share the voices of Native Americans and Asian Americans; they need to be heard. The change needs to start now.