Democracy, Freedom, and Justice after September 11th: Rethinking the Role of Educators and the Politics of Schooling by Henry A. Giroux — January 16, 2002In this article I illustrate the many ways in which life in post–September 11 America is both a rupture from some of the antigovernment politics that dominated before these tragic events and an uncanny continuity from the pre–September 11 worship of global capitalism and the virtual abandonment of any effort to create greater equality.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: |
- A Manifesto on Democracy and Education in the Current Crisis
- "Advanced" Ideas about Democracy: Toward a Pluralist Conception of Citizen Education
- Community and Democracy in American Schools: Arthurdale and the Fate of Progressive Education
- Coming to Public Judgment: Making Democracy Work in a Complex World.
- Proto-Fascism in America: Neoliberalism and the Demise of Democracy
- Education in Democracy: Education's Moral Role in the Democratic State
- Authority, Intellectuals, and the Politics of Practical Learning
- Balancing Change and Tradition in Global Education Reform
- Patriotism, Pedagogy, and Freedom: On the Educational Meanings of September 11
- On the Spirit of Patriotism:
Challenges of a “Pedagogy of Discomfort”
- Imagining Citizenship: Cosmopolitanism or Patriotism?
- In Memoriam: Understanding Teaching as Public Service
- Free Schools, Free People: Education and Democracy After the 1960’s
- Student Responses to The Attacks on America
- The Abandoned Generation: Democracy Beyond the Culture of Fear
- Teaching and Schooling in America Pre- and Post-September 11
- Public Education, Democracy, and the Common Good
- In Defense of Our Children: When Politics, Profit and Education Collide
- Voices of a People's History of the United States
- Rethinking Mathematics: Teaching Social Justice by the Numbers
- Schooling and the Struggle for Public Life: Democracy’s Promise and Education’s Challenge, Updated Edition
- Learning Power: Organizing for Education and Justice
- Education, Globalization, and the State in the Age of Terrorism
- America on the Edge: Henry Giroux on Politics, Culture, and Education
- John Dewey and Our Educational Prospect: A Critical Engagement with Dewey’s Democracy and Education
- The University in Chains: Confronting the Military, Industrial, Academic Complex
- Where Has All the Education Gone?
- Education and Democracy in the 21st Century
- America's Education Deficit and the War on Youth: Reform Beyond Electoral Politics
- Henry Giroux
Penn State University
Henry A. Giroux holds the Waterbury Chair Professorship and is currently the director of the Waterbury Forum in Education and Cultural Studies at Penn State University. His most recent books include: Breaking in to the Movies: Film and the Culture of Politics (Basil Blackwell, 2002); Beyond the Corporate University, edited with Kostas Myrsiades (Rowman and Littlefield, 2001); Public Spaces, Private Lives: Beyond the Culture of Cynicism (Rowman and Littlefield, 2001); Theory and Resistance in Education, 2nd edition (Bergin and Garvey, 2001); Impure Acts: the Practical Politics of Cultural Studies (Routledge, 2000); The Mouse That Roared: Disney and the End of Innocence (Rowman and Littlefield, 2000); Stealing Innocence: Corporate’s Culture’s War on Children (St. Martin’s Press, 2000), Channel Surfing: Racism, the Media, and the Destruction of Today's Youth (St. Martin's Press and MacMillan–England, 1998). His primary research areas are cultural studies, youth studies, critical pedagogy, popular culture, social theory, and the politics of public and higher education.