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Malewski, Erik – Journal of Curriculum and Pedagogy, 2013
In this essay, I offer a response to Stemhagen, Reich, and Muth's (see EJ1089246) delineation of disciplined judgment. I draw from my latest obsession with epistemologies of ignorance to complicate their focus on disciplinarity with questions over how non-knowledge gets framed and created. I use Suniti Sharma's seven-year study to highlight the…
Descriptors: Curriculum, Vignettes, Teaching Methods, Social Bias