Encountering Difficult Knowledge and the Curricular and Pedagogical Significance of Holism

Disrupting 9/11 orthodox accounts in social studies classrooms

Authors

  • Zahra Kasamali University of Alberta

DOI:

https://doi.org/10.29173/assert14

Keywords:

Difficult knowledge, Embodied knowledge, métissage, sacred ecology, September 11, 2001, social studies, 9/11

Abstract

      

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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

Issue

Vol. 2 No. 1 (2021): Teaching Against Islamophobia

Section

Articles

License

Copyright (c) 2021 Zahra Kasamali

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The Creative Commons Attribution-NonCommercial 4.0 International License applies to all works published by this journal, unless it is otherwise stated on the article. Authors will retain copyright of the work in perpetuity.