Abstract:
This paper provides a qualitative narrative methodology of the hidden curriculum of the school playground inside an elementary school. Researchers have concentrated on studying the effects of the hidden curriculum inside the classroom but rarely directed their studies towards the school playground, a place where the hidden curriculum is expected to reveal its face to students as interactions of all kinds take place during this busy time allocated for sports education. The three remedies proposed by Jerome Bruner, (namely contrast, confrontation, and metacognition), that counter the heavy pedagogical focus on the scientific method are integrated into an art-based narrative research where the researcher collects stories through interviewing and observation and then crafts these narratives into a new story, which becomes the final creative work of the research. Using first-person narration, four protagonists tell the same story from their perspectives, thus providing the reader with an awareness of the kinds of problems that exist in such a setting in the school and encouraging those concerned to discuss the best possible solutions to such problems students may encounter.