Classrooms of the present and practices of the past : The importance of understanding physics teachers’ embodied practices as a possible locus for social change
Physics classrooms are still clearly marked by practices belonging to a certaineducational past, while teachers are increasingly being asked to teach in lignment with current equality, diversity and inclusion agendas. At the core of this temporal disconnect are teachers’ practices, which are strongly marked by normative regimes in terms of gender, race, ethnicity, class and other social factors. M