Difficult funds of knowledge (DFoK) in educating for social justice
Bringing ‘dark funds of knowledge’ and ‘difficult knowledge’ into conversation
Dados Bibliográficos
| ID | 12905850 |
|---|---|
| Autores | Bonita Cabiles (0000-0001-6358-0426, MIT University, autor correspondente) |
| Ano | 2025 |
| Volume | 66 |
| Fascículo | 4 |
| Páginas | 480-497 |
| Data de publicação | 2025-06-11 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Critical Studies in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2025.2514282 |
| OpenAlex | W4411217390 |
| Idioma | EN |
| Referências citadas | 47 |
Conversation · Economic Justice · Political science · Social justice · Social science · Sociology · Adult and Continuing Education Topics · Communication · Education Systems and Policy · Global Educational Policies and Reforms · Law
Cruel Optimism
Potentially Perilous Pedagogies
Elaborating Funds of Knowledge
Capital
Cruel Optimism
Interrupting the Weaponization of Trauma-Informed Practice
From Redistribution to Recognition? Dilemmas of Justice in a ‘Post-Socialist’ Age
Bourdieu and Affect
Assessment for social justice
Lived experience, funds of identity and education
Funds of Identity
Affective Communities
The Truth Will Set You Free? The Promises and Pitfalls of Truth‐Telling for Indigenous Emancipation
Speculations on qualities of difficult knowledge in teaching and learning
Engaging With Difficult Knowledge of U.S. Wars in Elementary Social Studies Methods Course
Funds of knowledge—a conceptual critique
Discussing Controversial Public Issues in Secondary Social Studies Classrooms
Freeing Teaching from Learning
Remembrance across Borders
An invitation to reflexive sociology
Theorizing "Difficult Knowledge" in the Aftermath of the "Affective Turn
The Projectisation, Marketisation and Therapisation of Education
Vulnerability as a Key Concept in Museum Pedagogy on Difficult Matters
Radical Hope
Dark funds of knowledge, deep funds of pedagogy
Teacher resistance to engage with 'alternative' perspectives of difficult histories
Affective Economies
Beyond the "English Learner" Frame
Indigenous young people, disadvantage and the violence of settler colonial education policy and curriculum
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |