Identifying the hidden curriculum threats to citizenship education:The case of secondary school education according to the female teacher's viewpoints

Citizenship is one of the most important matters in the area of social studies. It disseminates the principles of democracy in the society. Citizenship education has a particular importance. It plays an essential role for organizing a society and strengthening democratic foundations. Citizenship education is also considered an interaction between school and society. The concept of citizenship has been mooted by high schools in different shapes from the early last century. Therefore we can say, an important task of each society is to educate knowledgeable and responsible citizens who participate in the affairs of their society. Undoubtedly, the schools have a very important role in this area and the curricula should be planned in order to help the students get to this aim. The curricula should also identify factors which prevent from getting to this aim and removing them. This is because, the curricula (hidden curriculum) can contain factors that obstruct the citizenship education aims. Based on the above ideas, this paper tries to identify these hidden curriculum factors and suggest solutions for its reformation. In this direction, it has been used from different researches in the area of citizenship and citizenship education. The results indicate that hidden curriculum factors that are dangerous for citizenship education are consisted in order: social atmosphere, organizational structure, and interaction between teacher and student. At the end, solutions have been suggested for reformation.