Stimulated by my encounter with the strange term "hegemony"--a dominant ideology that is largely invisible to its adherents--I (first author) recently "returned" to my experiences of being in a secondary school chemistry class. Drawing on contemporary educational research paradigms, I designed an arts-based critical auto/ethnographic methodology. The research was governed by quality standards of transferability, trustworthiness, verisimilitude, crystallisation, polyvocality, pedagogical thoughtfulness, critical reflexivity and envisioning. In this research I identified six aspects of cultural hegemony that had negatively impacted my chemistry education experiences: teacher domination, curriculum content, perfectionism, competitive assessment, traditional teaching methods and poor classroom environment. An outcome of this professional self-study research is a vision for transforming chemistry education: (i) using recycled materials to create "green chemistry" teaching and learning activities, (ii) applying critical pedagogy as a teaching and learning perspective, (iii) embracing technology as a supplement to teaching and learning, and (iv) applying science innovation ideas as part of classroom activities. This vision can be adapted and implemented by innovative teachers wishing to enliven their chemistry classrooms with more meaningful, stimulating and socially responsible learning experiences appropriate for the 21st century.