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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