Abstract
Our purpose is to argue that the articulation of school language policies deserves careful attention as they implicitly formulate a hidden curriculum with reference to the relation between education and society. The function of conceptions of literacy in the reproduction of social order is discussed in the context of a specific school language policy developed in a large urban high school in Ontario. Within the context of this specific policy we consider the cultural value of correct form and the intimate relation between social convention and social control. Such an ideological analysis of conceptions of curriculum and associated pedagogy is seen as central to understanding the limits of curriculum reform.
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