| Description |
1 online resource (147 pages) |
| Series |
Routledge Research in Education |
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Routledge research in education.
|
| Contents |
Cover; Title Page; Copyright Page; Table of Contents; List of Figures; Acknowledgments; 1 Classrooms, and a Country, Cope; 2 Peace Education, Chosen Trauma and Collective Memory in the Classroom; 3 Inside the Classroom; 4 Educator Narratives of Teaching Terror; 5 School Culture and the Power of Neoliberalism; 6 Teaching 9/11 as an Opportunity for Narrative Transformation; Appendix A: Survey of Teachers; Appendix B: Interview Guide; References; Index |
| Summary |
While current literature stresses the importance of teaching about the 9/11 attacks on the US, many questions remain as to what teachers are actually teaching in their own classrooms. Few studies address how teachers are using of all of this advice and curriculum, what sorts of activities they are undertaking, and how they go about deciding what they will do. Arguing that the events of 9/11 have become a ""chosen trauma"" for the US, author Cheryl Duckworth investigates how 9/11 is being taught in classrooms (if at all) and what narrative is being passed on to today's students about that day. U |
| Notes |
Print version record |
| Subject |
Collective memory.
|
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Peace -- Study and teaching -- Case studies
|
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September 11 Terrorist Attacks, 2001 -- Influence.
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Terrorism -- Study and teaching -- United States
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Terrorism -- Study and teaching
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Peace -- Study and teaching
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Collective memory
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Influence (Literary, artistic, etc.)
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United States
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| Genre/Form |
Case studies
|
| Form |
Electronic book
|
| ISBN |
9781317805953 |
|
131780595X |
|
132221221X |
|
9781322212210 |
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