In this book, H. James Garrett inquires into the processes of learning about the social world, populated as it often is with bewildering instances of loss, violence, and upheaval. In such learning, interactions invite and enliven our passionate responses, or prompt us to avoid them. Interpreting and working with these often emotional reactions is critical to social studies education and developing strategies for individuals to participate in democracy. Garrett illustrates ways that learning about the world does not occur in absence of our intimate relations to knowledge, the way learning sometimes feels like our undoing, and how new knowledge can feel more like a burden than an advantage.
|Publisher:||Peter Lang Inc., International Academic Publishers|
|Series:||Counterpoints Series: Studies in the Postmodern Theory of Education , #506|
|Product dimensions:||6.00(w) x 8.80(h) x 0.40(d)|
About the Author
H. James Garrett is Associate Professor in the Department of Educational Theory and Practice at the University of Georgia in Athens. He received his Ph.D. in curriculum, instruction, and teacher education from Michigan State University.
Table of Contents
Chapter 1 Introduction: Difficult Knowledge, Psychoanalysis, and Social Studies Education 1
Chapter 2 Difficult Knowledge: Encounters with Social Trauma in Pedagogy 17
Chapter 3 Traces in Narratives About Knowledge Evidence, Controversy and Difficult Knowledge 49
Chapter 4 Movements of Difficult Knowledge 61
Chapter 5 The Presence of History and Learning to Teach: Novel Reading in Social Studies Education 109
Chapter 6 Questions and Perspectives in Social Studies Education 133