“I Let Not Just Their Knowledge But Their Worlds Inform What I Teach.” Difficult Knowledge in the Popular Education Classroom in Buenos Aires, Argentina

“I Let Not Just Their Knowledge But Their Worlds Inform What I Teach.” Difficult Knowledge in the Popular Education Classroom in Buenos Aires, Argentina

Popular educators are encountering students’ past trauma and dealing with how to engage ethically with social issues through “difficult knowledge” (Britzman 1998). The force of their curriculum provides the education community the ability to learn from their social conditions and share in the diffic...

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Veröffentlicht in:Anthropology & education quarterly 2020-03, Vol.51 (1), p.66-89
1. Verfasser: O’Donnell, Jennifer Lee
Format: Artikel
Sprache:eng
Schlagworte:
Buenos Aires
Classrooms
Controversial Issues (Course Content)
Curricula
Curriculum
difficult knowledge
Education
Ethics
Ethnography
Foreign Countries
High Schools
Popular Education
Secondary education
Secondary schools
Social Change
Social conditions
Social conditions & trends
Social issues
Social Problems
Trauma
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Zusammenfassung:Popular educators are encountering students’ past trauma and dealing with how to engage ethically with social issues through “difficult knowledge” (Britzman 1998). The force of their curriculum provides the education community the ability to learn from their social conditions and share in the difficult knowledge experienced among them. This paper focuses on work at one popular education high school, The October 14th School of Villa 50, in Buenos Aires, Argentina.
ISSN:0161-7761
1548-1492
DOI:10.1111/aeq.12323