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Download full textCutrara, Samantha – Canadian Social Studies, 2010
Until the grand narrative is recognized as a product and process of power and privilege it can never do the transformational work that it can, and should, do in education. In this paper, I argue that concept learning can be a practical strategy for exploring and deconstructing power that is structured through the grand narrative and manifested in…
Descriptors: Educational Change, Concept Formation, Power Structure, Teaching Methods
