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Patriotism, Pedagogy, and Freedom: On the Educational Meanings of September 11


by Michael W. Apple — 2002

In this essay I wish to focus on the most local of levels: the complicated ways in which 9/11 was experienced phenomenologically by teachers such as myself, and the little known effects it had on pedagogy and on the urge to have schools participate in a complicated set of patriotic discourses and practices that swept over the United States in the wake of the disaster.


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Cite This Article as: Teachers College Record Volume 104 Number 8, 2002, p. 1760-1772
http://www.tcrecord.org ID Number: 10939, Date Accessed: 6/27/2017 8:19:27 PM

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About the Author
  • Michael Apple
    University of Wisconsin, Madison
    E-mail Author
    MICHAEL W. APPLE is the John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison. He has written extensively on the relationship between conservative movements and educational realities. Among his most recent books are Official Knowledge: Democratic Education in a Conservative Age and Educating the “Right” Way: Markets, Standards, God, and Inequality.
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