Critical pedagogy, broadly imagined, aims to move students and teachers alike from engaging in ideological analysis to taking action to change the world. What this might look like varies, depending upon the context, the nature of the students and the approach of the teacher. A key issue is determining when a teacher can and should make ideology an explicit focal point of discussion and investigation, and when ideology is best addressed in a more implicit manner. The three panelists will present examples drawn from their own practice that demonstrate how they navigate this tension, with the goal of opening a discussion with those in attendance about addressing ideology in the classroom. The first presenter is a junior high school social studies teacher who works in an affluent suburban district, and he will highlight how the varying courses he teaches provide differing opportunities for investigation of ideology. The second presenter is a high school history teacher who works in a working-class school district, and he will examine how the nature of a classroom (e.g., inclusion vs. resource) helps shape the opportunities he has to address various topics. The third presenter is a professor at a school of education, and he will examine the ways in higher education works to constrain discussion of ideology. After these brief presentations, those in attendance will be asked to share their own experiences, analyses and questions about addressing ideology in the classroom. These will be taken up and further elaborated in the second workshop.