KASAMALI, Z. 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, [S. l.], v. 2, n. 1, p. 58–66, 2021. DOI: 10.29173/assert14. Disponível em: https://assertjournal.com/index.php/assert/article/view/14. Acesso em: 21 oct. 2021.