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Journal of Curriculum and Pedagogy Volume 14, 2017 - Issue 3
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Starting where you are, revisiting what you know: A letter to a first-year teacher addressing the hidden curriculum

Cassie J. BrownellDepartment of Teacher Education, Michigan State University, East Lansing, Michigan, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-8640-2777
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Pages 205-217 | Published online: 02 Mar 2018

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Mike P. Cook, James S. Chisholm & Taylor Rose-Dougherty. (2023) Preservice teachers and discursive shielding during critical conversations. Journal of Curriculum and Pedagogy 20:4, pages 343-367.
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Emma Maynard, Amy Warhurst & Nikki Fairchild. (2023) Covid-19 and the lost hidden curriculum: locating an evolving narrative ecology of Schools-in-Covid. Pastoral Care in Education 41:3, pages 325-345.
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Nicanora Wächter, Spencer Salas & Marco Barbone-Maafi. (2023) “Half of myself is—feels German”: Storying Migrationshintergrund teachers’ hybrid identities. Journal of Curriculum and Pedagogy 0:0, pages 1-15.
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Sarah Travis & Emily Jean Hood. (2023) Writing letters by hand: Critical pedagogical inquiry through inner and outer worlds. Journal of Curriculum and Pedagogy 0:0, pages 1-32.
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Kortney Sherbine & May Hara. (2022) The curriculum-as-plan as the refrain. Journal of Curriculum and Pedagogy 19:1, pages 49-68.
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Cassie J. Brownell. (2019) Sound the alarm!: Disrupting sonic resonances of an elementary English language arts classroom. Curriculum Inquiry 49:5, pages 551-572.
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