3c2050df93855be92aab357a40dfccac higheredu-03-00062.pdf 68eaa27b385b66ac3e0e3f1a67590c12bd001a4d higheredu-03-00062.pdf 59ab9374a7168e2820552b5f3b0714bb16929d1768030c8770150801a7b08aae higheredu-03-00062.pdf Title: Epistemological Obstacles to Social Studies Education Subject: This article explores the role of discursive practices and epistemological obstacles in shaping educational knowledge and power dynamics within schools. Drawing on critical pedagogy and the works of McLaren, Foucault, Gramsci, and Bachelard, it examines how schools act as sites where hegemonic Discourses are either reproduced or resisted. Discourses, understood as integrated social practices encompassing language, actions, beliefs, and values, deeply influence how students form their social representations of the world. The article highlights the need for educators to challenge traditional curricular theories that prioritize technical knowledge, often presented as neutral, while masking underlying power relations. Through the analysis of Bachelard’s epistemological obstacles, such as simplification, generalization, and depersonalization, the article discusses how these barriers impede students’ ability to critically engage with complex social phenomena. Multiperspectivity is proposed as a key educational approach to foster critical thinking and empower students to challenge social injustices. The discussion calls for systemic educational reforms, emphasizing the importance of teacher training that encourages the identification and questioning of dominant ideologies. By adopting a critical, social justice-oriented pedagogy, educators can help students not only understand but also transform their social realities, promoting an equitable and democratic educational environment. Keywords: critical pedagogy; discursive practices; hegemonic discourse Author: Jordi Castellví Creator: LaTeX with hyperref Producer: pdfTeX-1.40.25 CreationDate: Mon Dec 2 10:30:58 2024 CET ModDate: Mon Dec 2 10:33:24 2024 CET Custom Metadata: no Metadata Stream: no Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 9 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 261972 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- WLENKM+VnURWPalladioL-Bold Type 1 Custom yes yes yes 10 0 OWBLMY+URWPalladioL-Bold Type 1 Custom yes yes yes 16 0 FSGHJB+URWPalladioL-Roma Type 1 Custom yes yes yes 22 0 XZMCRL+URWPalladioL-Ital Type 1 Custom yes yes yes 27 0 OHKNFJ+VnURWPalladioL Type 1 Custom yes yes yes 32 0 HSJNFU+VnURWPalladioL-Italic Type 1 Custom yes yes yes 86 0 Jhove (Rel. 1.28.0, 2023-05-18) Date: 2025-01-24 02:42:25 CET RepresentationInformation: higheredu-03-00062.pdf ReportingModule: PDF-hul, Rel. 1.12.4 (2023-03-16) LastModified: 2025-01-23 20:43:08 CET Size: 261972 Format: PDF Version: 1.7 Status: Well-Formed and valid SignatureMatches: PDF-hul MIMEtype: application/pdf PDFMetadata: Objects: 189 FreeObjects: 1 IncrementalUpdates: 0 DocumentCatalog: PageLayout: SinglePage PageMode: UseNone Outlines: Item: Title: Introduction Destination: section.1 Item: Title: Epistemological Obstacles Destination: section.2 Item: Title: Multiperspective Destination: section.3 Item: Title: Discussion Destination: section.4 Item: Title: Conclusions Destination: section.5 Item: Title: Future Directions Destination: section.6 Item: Title: References Destination: section.7 Info: Title: Epistemological Obstacles to Social Studies Education Author: Jordi Castellví Subject: This article explores the role of discursive practices and epistemological obstacles in shaping educational knowledge and power dynamics within schools. Drawing on critical pedagogy and the works of McLaren, Foucault, Gramsci, and Bachelard, it examines how schools act as sites where hegemonic Discourses are either reproduced or resisted. Discourses, understood as integrated social practices encompassing language, actions, beliefs, and values, deeply influence how students form their social representations of the world. The article highlights the need for educators to challenge traditional curricular theories that prioritize technical knowledge, often presented as neutral, while masking underlying power relations. Through the analysis of Bachelard’s epistemological obstacles, such as simplification, generalization, and depersonalization, the article discusses how these barriers impede students’ ability to critically engage with complex social phenomena. Multiperspectivity is proposed as a key educational approach to foster critical thinking and empower students to challenge social injustices. The discussion calls for systemic educational reforms, emphasizing the importance of teacher training that encourages the identification and questioning of dominant ideologies. By adopting a critical, social justice-oriented pedagogy, educators can help students not only understand but also transform their social realities, promoting an equitable and democratic educational environment. 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