Encountering Difficult Knowledge and the Curricular and Pedagogical Significance of Holism
Disrupting 9/11 orthodox accounts in social studies classrooms
DOI:
https://doi.org/10.29173/assert14Keywords:
Difficult knowledge, Embodied knowledge, métissage, sacred ecology, September 11, 2001, social studies, 9/11Abstract
Published
2021-05-21
How to Cite
Kasamali, Z. (2021). Encountering Difficult Knowledge and the Curricular and Pedagogical Significance of Holism: Disrupting 9/11 orthodox accounts in social studies classrooms. Annals of Social Studies Education Research for Teachers, 2(1), 58–66. https://doi.org/10.29173/assert14
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Copyright (c) 2021 Zahra Kasamali

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