Intersecting shadows: examining the dynamics between formal and shadow curricula in Türkiye
Makaleler > Tam Makale · 2025
Yazarlar: Nilay BÜMEN, Ümran Y. Nalbantoğlu
Journal of Curriculum Studies, SSCI İndekslerine Giren Dergi, Uluslararası, Wos, 2025, cilt 57, ss 690-716
DOI: 10.1080/00220272.2025.2560842
Özet
Despite the widespread prevalence of shadow education, there is a notable lack of research exploring the intersection between the formal curriculum and the shadow curriculum. This study examines how these two curricula interact in middle and high schools, focusing on the perspectives of mathematics teachers and their students involved in shadow education while teaching in mainstream schools. Using a holistic multiple-case study approach, we explored these dynamics through observations and interviews, comparing key components. While learning objectives and content are the main similarities between the two curricula, we found notable discrepancies in other components (rationales, learning activities, teacher roles, grouping, scheduling). Ironically, the formal curriculum mimics the shadow curriculum in terms of both curriculum resources and assessment. The shadow curriculum dominates in high-stake testing grades (8 and 12), functioning as a parallel system, while in other grades (5–7, 9–11), it complements the formal curriculum. In grades 8 and 12, the formal curriculum largely disappears, particularly from April/May, effectively becoming a ‘ghost’ of its intended structure. We anticipate that the findings may pave the way for improving the quality of the formal curriculum, scrutinizing teachers who have dual roles, and new studies of the shadow curriculum.