Shallow pedagogies as epistemic injustice: how uncritical forms of learning hinder education’s contribution to just and sustainable development
This paper draws on findings from the JustEd study to discuss the shallow pedagogies that have emerged in Peru in the context of learner-centred and outcomes-based reforms that have been poorly implemented in a context with many limitations in terms of policy orientations, resources, and teacher tra...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Bristol University Press
2024-04-01
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| Series: | Global Social Challenges Journal |
| Subjects: | |
| Online Access: | https://doi.org/10.1332/27523349Y2024D000000007 |