This paper discusses how physical educators contribute to social injus
tice and inequality through the hidden curriculum. Often, physical edu
cators perceive their roles as independent from the broader social con
text. As such, they rarely analyze the sociocultural implications of t
eaching. This paper examines particular hidden social concepts, patter
ns, and characteristics that often are taught in physical education. T
hese concepts, patterns, and characteristics reinforce the prevalent h
egemonic ideology which, in turn, serves the interests of the dominant
groups at the expense of the dominated. The intention of this paper i
s to raise awareness about how the hidden curriculum in physical educa
tion affects students' and teachers' lives. Ultimately, the aim is to
open windows of transformation and possibility in an attempt to create
a more just and equal society through physical education.