“I Let Not Just Their Knowledge But Their Worlds Inform What I Teach.” Difficult Knowledge in the Popular Education Classroom in Buenos Aires, Argentina

Abstract

Popular educators are encountering students’ past trauma and dealing with how to engage ethically with social issues through “difficult knowledge” (Britzman 1998). The force of their curriculum provides the education community the ability to learn from their social conditions and share in the difficult knowledge experienced among them. This paper focuses on work at one popular education high school, The October 14th School of Villa 50, in Buenos Aires, Argentina.

Becoming with Education‐Based Social Movements through Diffractive Analysis

“…1 1 As ethnographers of education‐based social movements in Latin America, our research has traced encounters of revolution and change, along with state violence against teachers and students (O'Donnell 2020; O'Donnell and Sadlier 2016; Sadlier 2019). …”