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.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: