Elements of hidden curriculum in Chinese classrooms

In this proposed study I will observe the informal life lessons taught by teachers and student behaviors in Chinese and Canadian classrooms. I expect to find evidence that supports the idea that these lessons have an equal or greater impact on the student’s overall academic and social development. These less obvious lessons will revolve around sociological factors such as class, gender, religion and authority. The overall goal is to raise awareness to future teachers and to provide more knowledge to this area of study. Current data collected from Canadian classrooms will be compared to the findings in China.

Faculty Supervisor:

Shijing Xu

Student:

Partner:

Southwest University

Discipline:

Sociology

Sector:

Education

University:

University of Windsor

Program: