ABSTRACT
On a daily basis, Grace Academy (GA) engaged in numerous practices that conveyed a hidden curriculum of diversity. Though part of the hidden curriculum, the diversity learning that occurred through service projects was significant because of the sheer amount of service that occurred across all grade levels. Hidden curriculum refers to the implicit lessons students learn in school through policies, practices, interactions, structures, etc. The chapter aims to define the “hidden curriculum of diversity” as the implicit lessons that GA students learned about identity via the school’s policies and practices. It focuses on three practices through which students learned about diversity: service opportunities, GA’s Policy on Biblical Living, and the biblical framing of curricula. The chapter highlights these three practices because students frequently identified them as sites for learning about diversity, even though that was not the primary purpose of any of the practices.
