school, the university and other institutions, and collectively engage in a series of normative questions that require choices and actions. When this is done, faculty and students will regard themselves as people with agency who are able to think in new terms and to act in unconventional ways. By emphasising the dynamics of social life and the requirements for social justice, inquiry and the creation of novel practices, we bring to the fore the moral questions with which teachers must deal. If we must, let these emphases be the centre of 'what teachers need to know and be able to do!
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