| Summary: | 碩士 === 國立花蓮師範學院 === 多元文化研究所 === 92 === This research aims to discuss the capital characteristics of school’s hidden curriculum and the learning experience/response of labor-class students. To put it concretely, this research contains three goals：first, to discuss the capital characteristics and functional machine of school’s hidden curriculum; second, to discuss the capital difference, learning experiences and responding modes between labor-class students and school field; third, to sum up research discovery and propose suggestions to school and family education.
This study applied ethnography to understand hidden curriculum in an elementary school. I invited a 6th-grade class of labor-class students of Diversity Elementary School (an alias) in Hualian as my participants, immerse myself in the classroom and students’ daily life, applied the methods of participating observation, interviews, and document analysis to do data collection and analysis, and step by step constructed the capital difference of school’s hidden curriculum and the educational actualization of labor-class students.
The following findings emerged from this study:
1. The capital characteristics and functioning way of school’s hidden curriculum
(1) Invisibility
(2) School’s anti-culture
(3) The same treatment and the same functioning way
2. The learning experiences and response of labor-class students
(1) Part of them resist some of the reforming strategies
(2) The strategy of followers
(3) Self-excluding strategy
(4) Reproduction-resisting strategy
According to the above conclusion, this study propose the following suggestions:
1. To school education
(1) To actualize the educational strategy of taking care of the minority
(2) To endow curriculum planning and designing with more visibility
(3) To expand teachers’ vision: to see the capital difference of school anti-culture and try to transform it
2. To family education
(1) School and family should actively develop children’s confidence and symbolic capital, and notify the accumulation of social capital.
(2) School’s parent education should not take things with the attitude of routine procedure.
3. To follow-up research
(1) To reinforce related research from the respective of social-critical theory
(2) To break the boundary and to develop theoretic touching sense in order to proceed integrated research from class, sexual and racial regard
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