The Routing and Re-Routing of Difficult Knowledge: Social Studies Teachers Encounter When the Levees Broke
The Routing and Re-Routing of Difficult Knowledge: Social Studies Teachers Encounter When the Levees Broke
复制标题
难点知识的路由和重新路由：社会研究教师在堤坝决堤时的遭遇
DOI：
10.1080/00933104.2011.10473458
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发表时间：
2011
影响因子：
2.6
通讯作者：
H. Garrett
中科院分区：
文献类型：
--
作者：
H. Garrett
作者探讨了六位社会研究学生/教师在观看《堤坝决堤时：四幕安魂曲》后的表达。这部电影是一部关于卡特里娜飓风对新奥尔良及其周边地区人民造成影响的纪录片，构成了与黛博拉·布里茨曼（Deborah Britzman，1998）所说的“困难知识”的遭遇——教学情境中社会/历史创伤的表现。作者借鉴精神分析理论的思想，详细阐述了这种困难的知识（即对不公正、痛苦和死亡的看法）如何通过参与者对电影的讨论而被“传递”和“重新传递”。那么，作者的总体目标是探索社会和历史创伤被感受、经历、理解以及随后进行教学的方式的丰富复杂性。事实上，由于大量的社会研究课程都是由困难的知识构成的（例如，研究战争、饥荒、种族灭绝、不公正、奴隶制），因此重要的是要考虑从这种相互作用中获得理解和教训的方式。
The author explores the articulations of six social studies student/teachers after a viewing of When the Levees Broke: A Requiem in Four Acts. The film, a documentary about the aftermath of Hurricane Katrina on the people in and around New Orleans, constitutes an encounter with what Deborah Britzman (1998) calls “difficult knowledge”—representations of social/historical trauma in pedagogical situations. Drawing on ideas from psychoanalytic theory, the author elaborates on the ways that this difficult knowledge (i.e., the viewing of injustice, suffering, and death) gets “routed” and “re-routed” through the participants' discussions about the film. The author's overall objective, then, is to explore the rich complexity of the ways that social and historical traumas are felt, experienced, understood and then made pedagogical. Because a great deal of social studies curriculum is, in fact, constituted by difficult knowledge (e.g., studying wars, famines, genocides, injustices, slavery), it is important to consider the ways that understandings, and lessons, are made from such interactions.