| Popis: |
We, as humans with current and genetic memory, are historically situated beings. The implications of this assertion for teachers lie in the ways that curriculum is organised, the ways that discipline in enacted, and the ways that diversity and equity are represented in speech acts and social practice within individual classrooms and in schools as institutions. Further, responses of teachers as individuals to remembered grand cultural and historical narratives about Aboriginal history and Aboriginal people may determine the extent to which teachers feel that opportunities exist for their efficacious exercise of personal agency toward social justice. |
