"'Teachers and students negotiate what counts as knowledge in the classroom, who can have knowledge, and how knowledge can be generated, challenged and evaluated' (p.45). We believe that the context for this negotiation, this social construction of meaning, is always one of power. The teacher and students-teachers inhabit roles that allow them to wield far greater power than their students in the classroom. However, they are also constrained by mandates handed down by the school principal, the school district, and the state. When they step outside of prescribed roles, teachers may be censured by their respective institutions and/or parents. They may be both oppressors and oppressed at the same time (Freire, 1993)."(Teacher Education Quarterly| Behind the Mask and beneath the Story: Enabling Students-Teachers1 To Reflect Critically on the Socially-Constructed Nature of Their "Normal" Practice)
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. . . masks and power . . .