The Critical Journey to Develop Ideological Clarity and Redress the Hidden Curriculum

Abstract

In this article, I examine the role that educators have in preparing students for the 21st-century knowledge economy. I argue that teachers and their curriculum are crucial for enacting equitable teaching practices that promote inquiry, problem-solving, and innovative thinking --skills essential for everyone to gain access to high-skill/high-pay jobs and participate meaningfully in this era. I begin by drawing attention to the work teachers must do to develop ideological clarity and gain the knowledge and skills to redress the negative impact of the hidden curriculum, particularly for minoritized students. This is necessary work because teachers need to know how to challenge hegemonic curricula and create and maintain just and equitable learning environments in an effort to disrupt the status quo. Using the context of disciplinary literacy, I explain pedagogical practices that apprentice students to the language and thinking processes of various disciplines and prepare them with the skill set to inquire, problem-solve, and engage in innovative thinking. Finally, I emphasize the importance of students' voices in maintaining a classroom learning culture. Throughout the article, I provide tools and resources for educators to use as they embark on this work.

Keywords:ideological clarity, hidden curriculum, disciplinary literacy instruction, culturally relevant curriculum

DOI: 10.7176/JEP/14-10-05

Publication date: April 30^th 2023