Abstract
<jats:p>The paper illuminates how educators' personal backgrounds serve as powerful lens in shaping classroom culture, instructional choices, and the educational experience of learners. By exploring the unseen curriculum, this study aims to highlight the ways teachers' internal landscapes formed by language, culture, and memory intersect with their external practices. Based on the theoretical foundations the study aims to describe how multilingual and multicultural teachers perceive their own identities, viz., linguistic, cultural, ethnic. It explores the ways in which teachers' identities influence their pedagogical decisions, including the choice of materials, language policies, and other instructional practices. It attempts to bring to light the aspects of unseen curriculum such as values, assumptions, norms, and worldviews that are embedded in daily pedagogical practice. It also examines how teachers negotiate tensions or conflicts between institutional expectations such as standard curricula, monolingual policies, assessment norms and their own identity-based pedagogies teacher education, aligning unseen curricula with social justice goals.</jats:p>