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Book 2012t these have been given short shrift by the dominant social group.? Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, so

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Book 1996chers, students, and practitioners of geology since the very beginning of earth- science teaching have avoided the development of a rigorous (but not rigid) scientific approach to tectonics, largely because we earth scientists have not fully understood the origin of the features with which we are de

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