9 11 and Collective Memory in US Classrooms

Using quantitative and qualitative data gathered from US middle and high school teachers, this volume reflects on foreign policy developments and trends since September 11th, 2001 and analyzes what this might suggest for future trends in U ...

Author: Cheryl Lynn Duckworth

Publisher: Routledge

ISBN: 9781317805946

Category: Education

Page: 134

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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. Using quantitative and qualitative data gathered from US middle and high school teachers, this volume reflects on foreign policy developments and trends since September 11th, 2001 and analyzes what this might suggest for future trends in U.S. foreign policy. The understanding that the "post-9/11 generation" has of what happened and what it means is significant to how Americans will view foreign policy in the coming decades (especially in the Islamic World) and whether it is likely to generate war or foster peace.

Reassessing the Social Studies Curriculum

Promoting Critical Civic Engagement in a Politically Polarized, Post-9/11 World Wayne Journell ... Theory & Research in Social Education, 36, 233–255. ... 9/11 and collective memory in U.S. classrooms: Teaching about terror.

Author: Wayne Journell

Publisher: Rowman & Littlefield

ISBN: 9781475818130

Category: Education

Page: 154

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The terrorist attacks of September 11, 2001 dramatically changed many aspects of American society, and the ramifications of that horrific event are still impacting the domestic and foreign policies of the United States. Yet, fifteen years after 9/11—an event that was predicted to change the scope of public education in the United States—we find that the social studies curriculum remains virtually the same as before the attacks. For a discipline charged with developing informed citizens prepared to enter a global economy, such curricular stagnation makes little sense. This book, which contains chapters from many leading scholars within the field of social studies education, both assesses the ways in which the social studies curriculum has failed to live up to the promises of progressive citizenship education made in the wake of the attacks and offers practical advice for teachers who wish to encourage a critical understanding of the post-9/11 global society in which their students live.

Researching Religious Education Classroom Processes and Outcomes

Ongoing studies show that questions of religion and terrorism constantly come up in RE courses in upper secondary school (Toft, forthcoming). ... 9/11 and collective memory in US classrooms: Teaching about terror. London: Routledge.

Author: Friedrich Schweitzer

Publisher: Waxmann Verlag

ISBN: 9783830987192

Category: Philosophy

Page: 424

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The question of how research on structures and outcomes in Religious Education can be carried out successfully is of current interest in many countries. Next to the more traditional historical, analytical and, more recently, international comparative approaches, empirical research in religious education has been able to establish itself as a major approach to this field. Moreover, the contemporary discussion about comparative evaluation in schools has raised a number of questions which also refer to Religious Education. What competences can pupils acquire in this subject? Does Religious Education really support the acquisition and development of the competences aspired? Are there differences in this respect between different forms of Religious Education or between different approaches to teaching? With contributions from eight European countries, the volume brings together approaches and research experiences that try to follow this lead by offering new and empirically based perspectives for the future improvement of teaching and learning in this school subject. Whoever is interested in improving the practice of Religious Education then, will not be able to bypass the question of researching processes and outcomes - an insight which also refers to a small but growing number of studies in this field which can be identified in several countries.

A New Vision of Liberal Education

Routledge Research in Education For a complete list of titles in this series, please visit www.routledge.com. ... from a corpus-driven study Maria Leedham 124 9/11 and Collective Memory in US Classrooms Teaching about terror Cheryl Lynn ...

Author: Alistair Miller

Publisher: Routledge

ISBN: 9781317410850

Category: Education

Page: 256

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‘This is an extremely important book. Wonderfully well researched and written, it develops a powerful argument about how we should conceive of the aims of education and design curricula. It should define the field for a very considerable period of time.’ - Professor Michael J Reiss, Institute of Education, University of London, UK Many philosophers of education believe that the main aim of education is to endow students with personal autonomy, producing citizens who are reflective, make rational choices, and submit their values and beliefs to critical scrutiny. This book argues that the ‘good life’ need not be the life of the philosopher, politician or critical thinker, but that an ordinary ‘unexamined’ life is also worth living. Central to this ethical life is the engagement in worthwhile activities or ‘practices’, and the best way to prepare pupils for their engagement in these practices is to cultivate a range of moral and intellectual virtues. In this book, Alistair Miller brings together a range of philosophical and historical perspectives to argue for a new vision of liberal education: liberal in the sense that it forms a moral and cultural inheritance, new in the sense that it would enable all pupils to lead flourishing lives. Divided into two sections, the first part of the book seeks to establish the justified aims of education in a liberal democratic society; the second part explores the nature of the school curriculum that might realise these aims. A New Vision of Liberal Education will appeal to researchers, academics and postgraduate students in the fields of philosophy of education, moral and values education, liberal education, and curriculum studies.

English Language Teacher Education in Chile

Routledge Research in Education For a complete list of titles in this series, please visit www.routledge.com. ... from a corpus-driven study Maria Leedham 9/11 and Collective Memory in US Classrooms Teaching about Terror Cheryl Lynn ...

Author: Malba Barahona

Publisher: Routledge

ISBN: 9781317425625

Category: Education

Page: 192

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Over the last two decades, Chile has been driven by an economic imperative to build the capability of citizens to be competent in the English language, resulting in a high demand for teachers of English. As a consequence, teacher education programs have modified their curricula to meet the challenges of educating teachers of English as a global language. This book explores EFL teacher education in order to further understand the nature of teacher learning in second language education environments, examining the varying motives, actions and mediating tools that shaped how a cohort of pre-service teachers learnt to teach EFL in Chile. Framed by a cultural historical activity theory (CHAT) perspective, chapters use key qualitative research to determine how specific factors can help and hinder the effective preparation of teachers, illuminating contradictory dynamics between local and national policies, teacher education programs, and pre-service views and classroom realities. The book makes an important contribution to the growing debate surrounding the design of EFL teacher education policy, curriculum and learning strategies, emphasising the importance of engaging pre-service teachers in learning to teach EFL, and the interrelated factors that shape this learning. English Language Teacher Education in Chile will be of key interest to academics, researchers and postgraduate students in the fields of teacher education, curriculum studies, and English language teaching (ESL/EFL), as well as policy makers, TESOL organisations, and those interested in applying a CHAT perspective to language teaching and learning.

The Bloomsbury Handbook of Theory in Comparative and International Education

Childhood Studies Series. Bermeo, M. J. (2016). ... Policies and programming for safer schools: Are “anti-bullying” approaches impeding education for peacebuilding? ... 9/11 and collective memory in US classrooms: Teaching about terror.

Author: Tavis D. Jules

Publisher: Bloomsbury Publishing

ISBN: 9781350078772

Category: Education

Page: 512

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This book offers a practical and approachable overview of central theories in comparative and international education (CIE). The chapters focus in depth on specific theoretical perspectives and seek to elucidate the histories, assumptions, and recent developments of these theories. The chapters also situate the theories within CIE, include specific case studies of theoretical application, and outline suggestions for further reading. Written by leading scholars from around the world, this is must-have reference work for anyone teaching, researching, studying, or working in CIE. The handbook includes chapters on a diverse collection of theories, including but not limited to: Structural-functionalism, Colonialism/Imperialism, Marxism, Human Capital Theory, Dependency/World Systems Theory, Post-Colonialism, Post-Socialism, Post-Foundationalism, Neo-liberalism, Neo-Institutionalism, Neo-Marxism, Policy Borrowing and Lending, Peace Theories, Human Rights, Constructivism, Racism, Gender, Queer Theory, Social Network Theory, Capabilities Theory, and Cultural Political Economy.

Educating for the Twenty First Century Seven Global Challenges

Three decades of peace education around the world: An anthology. New York, NY: Routledge. DucNworth, C. (2014). 9/11 and collective memory in US classrooms: Teaching about terror. London: Routledge. Ehlers, A., ClarN, D. M., HacNmann, ...

Author: Conrad Hughes

Publisher: BRILL

ISBN: 9789004381032

Category: Education

Page: 200

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Educating for the Twenty-First Century explores critical issues facing education in the 21st century.

Education Leadership and Islam

Routledge Research in Education For a complete list of titles in this series, please visit www.routledge.com. ... from a corpus-driven study Maria Leedham 9/11 and Collective Memory in US Classrooms Teaching about Terror Cheryl Lynn ...

Author: Saeeda Shah

Publisher: Routledge

ISBN: 9781135052539

Category: Education

Page: 228

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Educational institutions are undergoing complex and sensitive changes in the context of immigration, international mobility, globalisation, and shifting economic scenarios, making highly challenging demands on educational leaders. Leadership is increasingly being perceived and theorised as pivotal to students’ achievement and institutional performance. In this book, Saeeda Shah considers educational leadership from an Islamic perspective to debate theoretical positions underpinned by Islamic texts and teachings, and the resulting conceptualisations and interpretations. While educational leadership literature and research have flourished in recent years, this is predominantly informed by Western ideologies, concepts, theories and practices. Education, Leadership and Islam focuses on contemporary educational settings and practices, drawing on research and empirical evidence from multicultural contexts in order to enrich theory and inform policy and practice in relevant frameworks, particularly in relation to the growing Muslim population in the West. Chapters also discuss gender in Islam, educational expectations and Islamic faith schools to comprehensively explore education in relation to Islamism. Situating Muslims within contemporary societies, this book extends debates regarding educational philosophy and leadership, endorsing diversity and plurality through an appreciation of difference. Education, Leadership and Islam will appeal to education researchers as well as social and political scientists attempting to understand Muslim educational issues in contemporary life, both in the east and in the west. This book offers critical insight into educational theory and practice, and as such will be key reading for policy makers and educational leaders.

Evidence based Practice in Education

Routledge Research in Education For a complete list of titles in this series, please visit www.routledge.com. ... from a corpus-driven study Maria Leedham 124 9/11 and Collective Memory in US Classrooms Teaching about Terror Cheryl Lynn ...

Author: Tone Kvernbekk

Publisher: Routledge

ISBN: 9781135039189

Category: Education

Page: 194

View: 594

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Much educational debate today is dominated by a "what works" vocabulary, intimately associated with evidence-based practice (EBP). The vocabulary consists of concepts and ideas such as accountability, competency, effectiveness, employability, learning outcomes, predictability, qualifications, and testing. As schooling and education are considered successful when predetermined outcomes have been achieved, education is often believed to require assessment, measurement and documentation. In this book, Tone Kvernbekk leaves the political, ethical and professional dimensions on the sidelines and focuses instead on further unpacking the core of EBP. Chapters concentrate on several fundamental issues ignored by current literature, including: the character of the evidence that plays a central role in EBP in both practical reasoning and acting under uncertainty the notion of causality presupposed by discussion of the production of desired effects and played out in the basic structure of interventions a system-theoretical look at why interventions might not work. By considering these key points, Kvernbekk articulates both the legitimate uses and the illegitimate, philosophically problematic misuses of EBP in educational thinking and practice. The book will be of key value for academics and postgraduate students in the fields of educational research and practice, philosophy of education and educational theory, especially those concerned with research methodology, professionalism, and discussions regarding evidence-based practice.

Formatting Religion

British Journal of Educational Studies 64:1, 1–19. Duckworth, C.L. (2015) 9/11 and collective memory in US classrooms: Teaching about terror. London: Routledge. Gearon, L. (2013) On holy ground: The theory and practice.

Author: Marius Timmann Mjaaland

Publisher: Taylor & Francis

ISBN: 9780429638275

Category: Religion

Page: 204

View: 164

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To talk about religion is to talk about politics, identity, terrorism, migration, gender, and a host of other aspects of society. This volume examines and engages with larger debates around religion and proposes a new approach that moves beyond the usual binaries to analyse its role in our societies at large. Formatting Religion delves into these complexities and demonstrates the topical need for better understanding of how religion, society, culture, and law interact and are mutually influenced in periods of transition. It examines how over the last two decades, people and institutions have been grappling with the role of religion in socio-cultural and political conflicts worldwide. Drawing on a host of disciplines – including sociology, philosophy, anthropology, politics, media, law, and theology – the essays in this book analyse how religion is formatted today, and how religion continuously formats society, from above and from below. The volume will be of great interest to scholars and researchers of religious studies, politics, media and culture studies, and sociology.