Speculations on qualities of difficult knowledge in teaching and learning: an experiment in psychoanalytic research

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Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations (2014, background): “Taylor raises a number of provocative questions about difficult knowledge (pp. 27–28) that push forward the ones posited by Pitt and Britzman (2003) and recognize the strong interrelations between psychic elements and social discourses.”
(Re)Considerations of Ignorance and Resistance in Teacher Education (2013, background): “What we have suggested is that ignorance is inherently active and that resistance is not simply a form of refusing knowledge but is part and parcel of learning difficult knowledge (Britzman, 1998; Pitt & Britzman, 2003).”