SOCIOCULTURAL CHARACTERISTICS OF THE HIDDEN CURRICULUM IN PHYSICAL-EDUCATION

This paper discusses how physical educators contribute to social injus tice and inequality through the hidden curriculum. Often, physical edu cators perceive their roles as independent from the broader social con text. As such, they rarely analyze the sociocultural implications of t eaching. This paper examines particular hidden social concepts, patter ns, and characteristics that often are taught in physical education. T hese concepts, patterns, and characteristics reinforce the prevalent h egemonic ideology which, in turn, serves the interests of the dominant groups at the expense of the dominated. The intention of this paper i s to raise awareness about how the hidden curriculum in physical educa tion affects students' and teachers' lives. Ultimately, the aim is to open windows of transformation and possibility in an attempt to create a more just and equal society through physical education.