This article analyzes the policies and rhetoric surrounding the use of German-language instruction before and during the World War I era, highlighting contemporary implications for the education of minority language speakers.
We present evidence from a case study of middle and high school youth in the year following 9/11 in order to question the patriotism/cosmopolitanism binary that undergirds Nussbaum’s proposal to reform civic education in U. S. schools.
This article challenges five basic arguments put forward by Haithe Anderson and asserts that liberalism and multiculturalism, while tenuous and complex, are compelling and in fact do offer hope for the future.
A discussion of the pedagogic dilemmas faced by critical educators in the wake of the tragic events of September 11
An examination of 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.
An introduction and overview of the TCR special issue on the response of educators to the September 11th attack on America.
This article explores the changing terrain of academic freedom in the post-9/11 U.S. by examining three critical cases in which the extramural free speech rights of faculty members have been threatened.
A discussion of strategies for engaging students in facing the contradictory and emotionally complex dimensions of patriotism.
Martha Nussbaum argues that we should be preparing students to be world citizens, and that patriotism is akin to jingoism. Walter Feinberg argues for citizenship education that forms a powerful sense of national identity, one that is inclusive of all American citizens. I explore the tensions in these two views in light of the events of 9/11 and the War on Terrorism.
This essay addresses the events of September 11th from the perspective of pragmatism.
A consideration of the advantages of viewing teaching as public service alongside other key democratic occupations such as nurses, firefighters, police, paramedics, social workers, and librarians.
The Walker Lindh case ought to be understood as an extraordinary pedagogical event and opportunity.
The events of September 11, 2001 have prompted a rearticulation of “traditional” masculinity in the United States. This article suggests the consequences of this rearticulation on women, persons of color, and the working class and proposes reasons educators should examine masculinity and terror in their classrooms.
An introduction to a special issue of www.TCRecord.org on the value of education in the wake of the attacks on America.
A consideration of the unique contributions that universities and urban schools can make to our understanding of the attacks on America.
A discussion of the hidden values highlighted by the tragic events of September 11th
Consideration of the diverse roles of education in an international context.
A call for multicultural communitarianism.
A different interpretive lens to examine the events of September 11th.
Student writing and art work in the wake of the September 11th Attacks.
Military service is only one of the chores that needs to be undertaken in our society, and not necessarily the most important. But to get all these chores done, the author suspects that we have to renew our appeal to the sense of responsibility and to the sense of accomplishment that respond to challenges. In an affluent society where the most affluent class is the young, we can afford to rely less and less on the acquisitive instinct to get the chores done.
This article is a discussion of some of the social ramifications of a National Service Program.
This article asks: Is there a possibility of a third alternative between national service and the all-volunteer armed force, which would be a mixed system of voluntary national and community service designed to maximize the number of "true volunteers" for both military and civilian service? For such a system additional and selected monetary incentives would be used for those military categories in immediate deficient supply. A mixed system would maintain the machinery of selective service to deal with strategic deficiencies, should they arise.
On the one hand are those who oppose conscription in any form as a violation of man's basic rights in a free society. On the other hand are those who support the continuation of inductions under any circumstance, as a vehicle for bringing to young men a sense of national participation and obligation. Too often the positions and counterpositions have been based upon weak assumptions, inadequate data, or simple emotion, rather than upon rational discussion and detached investigation. It is not the intent of this paper to pronounce what the truth is. The author seeks only to structure the issue, leaving truth to be found at that point in the future when it can be determined by empirical test.
To achieve a viable national service, we must eliminate death-dealing as the basic definitional purpose of the military. Instead, the uniformed forces should be regarded as a capability for dealing with national emergencies requiring large-scale logistical and human resources, as well as for handling certain routine functions that are natural side-products of a large operational force.
If there is explicit recognition of tasks which are appropriate for either sex, tasks appropriate for one sex or the other, and tasks which require the complementary presence of both sexes, this should serve to reduce the kind of polarization over occupation, whether coming from Women's Liberation or from those conservatives who feel strongly that women's place is in the home, or at least at homelike tasks dealing with individuals, teaching, nursing, safeguarding, listening.
This article discusses the need for and design of a National Service Pilot Project.
A talk introducing William H. Kilpatrick at his eightieth birthday celebration at the Hotel Commodore in New York City on November 17, 1951.
During the war and the period immediately after hostilities cease the re-examination and revision of the American school curriculum will go on apace. This is a particularly appropriate time for curriculum revision because the social dislocations of the war make it easier to create interest in change and also because wartime experiences have provided certain new findings of importance to education.