Social Justice as the Hidden Curriculum: Making “Small” Pedagogical Changes to Promote Equity

Sarah Hercula

doi:10.55393/babylonia.v1i.60

Social Justice as the Hidden Curriculum: Making “Small” Pedagogical Changes to Promote Equity

Auteurs

Sarah Hercula Missouri University of Science and Technology https://orcid.org/0000-0003-2185-8324

DOI :

https://doi.org/10.55393/babylonia.v1i.60

Mots-clés :

programme caché, justice sociale, variation

Résumé

This article proposes a method for integrating social justice themes—specifically, linguistic (in)equality—within the content of existing courses by harnessing the power of the hidden curriculum. By making “small” changes to their courses and by committing to the study of the effectiveness of such changes, instructors can promote tacit yet impactful messages about the importance of diversity, equity, and inclusion that students are likely to carry with them into the future.

Biographie de l'auteur

Sarah Hercula, Missouri University of Science and Technology

Dr. Sarah E. Hercula is Assistant Professor of Applied Linguistics in the Department of English and Technical Communication at Missouri University of Science and Technology in Rolla, MO, USA. Her research interests include English language variation, language ideologies, linguistics pedagogy, and second language writing, among others. She is the author of Fostering Linguistic Equality: The SISE Approach to the Introductory Linguistics Course (2020).

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Publiée

2021-04-28

Comment citer

Hercula, S. (2021). Social Justice as the Hidden Curriculum: Making “Small” Pedagogical Changes to Promote Equity. Babylonia Journal of Language Education, 1, 18–23. https://doi.org/10.55393/babylonia.v1i.60