Understanding Gender in the Dynamics of the Hidden Curriculum: An ELT Colombian Case Study

Main Article Content

Claudia Mojica


This article describes the main findings of a Colombian case study in which an English language teacher, who was enrolled in a gender-based optional course, carries out small-scale research to understand gender in her ELT practices. The study aims at describing what and how English language teachers learn when they incorporate their gender consciousness in their teaching practices. The study focuses on Martha’s case who seeks to understand how her learning comes about when integrating the gender perspective in her educational practices and teaching context. The qualitative analysis indicates, among other things, that Martha becomes aware of how the dynamics of the hidden curriculum affect her students’ gender subjectivities. Through this learning process, Martha adopts discourses and practices to promote gender equity, eradicate differential treatments, and contribute positively to her students’ learning experience. 

Article Details

How to Cite
Mojica, C. . (2023). Understanding Gender in the Dynamics of the Hidden Curriculum: An ELT Colombian Case Study. HOW, 30(1), 9–27. https://doi.org/10.19183/how.30.1.665
Research Reports
Author Biography

Claudia Mojica, Universidad de los Andes

She is a Doctor in Education from Universidad de Los Andes in Colombia. She holds a B.A in philology and languages and M.A in Applied Linguistics of Teaching English as a Foreign language. Her academic/research interests involve teachers’ professional development, gender identities, and the construction of subjectivities in ELT contexts.


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