Pedagogy, Culture & Society

  Vol. 30, n°3, 05/2022

 Engaging with difficult knowledge in post-truth era: from theory to practice within diverse disciplinary areas

 

• Engaging with difficult knowledge in teaching in post-truth era: from theory to practice within diverse disciplinary areas, Babak Dadvand, Helen Cahill & Michalinos Zembylas
• Post-truth as difficult knowledge: fostering affective solidarity in anti-racist education, Professor Michalinos Zembylas
• Transformative methods in teacher education about gender-based violence, Helen Cahill & Babak Dadvand
• Pedagogy of the implicated: advancing a social ecology of responsibility framework to promote deeper understanding of the climate crisis, Audrey Bryan
• Teaching for truth: engaging with difficult knowledge to advance reconciliation, Jennifer A. Tupper & Tana A. Mitchell
• Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english, Larissa McLean Davies & Lucy Buzacott
• Difficult knowledge and history education, Jeremy Stoddard
• Engaging boys in gender transformative pedagogy: navigating discomfort, vulnerability and empathy, Amanda Keddie

https://www.tandfonline.com/toc/rpcs20/current