Abstract
The goal of this study is to offer a view on the hidden curriculum in the context of the historical development of pedagogical, sociological, and critical studies' research interest concerning this subject and to point to its specific, up-to-date aspects in the practice. The methodology used is based upon the analysis and then interpretation of specialized bibliography, documents, and other relevant sources.
The article outlines the concept of the hiddden curriculum and the different approaches to its research and the contents passed on by it. The hidden curriculum is also analyzed on micro and macro-levels in schools and society, in relation to the critical theories that have paid particular attention to it in the fields of pedagogy and sociology.
Finally, I present some examples of current problems, such as how the hidden curriculum functions to impart hidden meanings in communication in schools, the power of the discourse to construct gendered messages and discursive practices that perpetuate sociocultural marginalization, the null curriculum, and the visual and anti-ecological curricula.