“THE TERRORIST ACTS OF SEPTEMBER 11, 2001 IN THE UNITED STATES OF AMERICA”
Keywords:
memory, international coalitions, democratic governance stability, counterterrorism.Abstract
This week’s 22-year marker of offers an opportunity to reflect and take account of how the world and the United States has changed over the course of this generational time span. However, any assessment aiming to weigh the costs and benefits of U.S. national security responses and approaches across four U.S. administrations will offer only a partial snapshot.
References
Michael Apple, Official Knowledge: Democratic Education in a Conservative Age (New York: Routledge, 1999).
Amy Binder, Contentious Curricula: Afrocentrism and Creationism in American Public Schools (Princeton, N.J.: Princeton University Press, 2004).
Ron Evans, The Social Studies Wars: What Should We Teach the Children (New York: Teachers College Press, 2004).
Professor Diana Hess worked with Jeremy Stoddard, then a graduate student, and a team of other graduate students on the first stage of the study analyzing the non-profit and U.S. State Department curricula: Kristen Buras, Ross Collin, Hilary Conklin, Eric Freedman, and Keita Takayama; and with Jeremy Stoddard and Shannon Murto on the second stage focusing on the textbooks.
More detailed descriptions of our findings will be available in Diana Hess, Jeremy Stoddard, and Shannon Murto, “Examining the Treatment of 9/11 and Terrorism in High School Textbooks,” in Educating Democratic Citizens in Troubled Times: Qualitative Studies of Current Efforts, etc. Janet Bixby and Judith Pace (Albany, N.Y.: SUNY Press, forthcoming 2008).
