This presentation will offer an overview of the different understanding and issues that arise from the literature on the hidden curriculum in the English speaking world. One of the contentious issues that arises is the issue of the moral justification of the hiddenness element of a curriculum (however the curriculum is understood). In an earlier paper (1993) I argued that there is no moral justification for hiddenness in education.  This paper will revisit this issue, and will argue, contrary to what I presented earlier, that there is a pedagogical and moral justification for an element of subversion in education -- especially given the neoliberal context in which we live. In our context, subversion is a virtue and not a vice. This position has implications for the hidden curriculum. Such implications will be explored by focusing on the presence of graffiti in educational institutions.