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."
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