This article considers the relations between discourse, knowledge, power and representations, and particularly how constructs and ideologies of gender, race and sexuality impact what we think we know, how we come to know it, and where this knowledge goes in theory, policy and practice. The story of Sacajawea, a Lemhi-Shoshone woman who was involved in the 1804–06 US Corp of Discovery expedition, is used as an examplar of how hegemonic representations, passed on through curriculum content, can distort understandings and perpetuate colonial and othering perspectives.
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