From Amnesia to Agency: Reclaiming History for Justice-Oriented Educational Futures

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 09: Innovative Design and Models for Teaching and Teacher Education Virtual Poster Session

Abstract

This study illustrates how historical empathy can catalyse educational transformation—shifting teaching practice from the unconscious perpetuation of inequities to intentional, justice-oriented engagement. Situated in the Indian context, it examines the enduring impact of social segregation and colonial inferiorization of indigenous knowledge, which continue to produce epistemic exclusion for culturally diverse students. Through the lens of “excessive teacher entitlement,” the study reveals how reductive, synchronic views of learning foster deficit framings and disconnect intent from praxis. Informed by Vygotsky’s cultural-historical theory, excessive entitlement is reframed as socially mediated, demanding systemic support rather than individual blame. By awakening historical consciousness and cultural empathy, educators can reclaim agency and reorient their practice toward equity, relevance, and ethical remembering.

Author

• Tara Ratnam, Independent Researcher