Democracy, Freedom, and Justice after September 11 th: Rethinking the Role of Educators and the Politics of Schooling
By Henry A. Giroux. Teachers College Record, 2002
92 citations recorded by the source corpus.
In this article I illustrate the many ways in which life in post–September 11 America is both a rupture from some of the antigovemment politics that dominated before these tragic events and an uncanny continuity from the pre–September 11 worship of global capitalism and the virtual abandonment of any effort to create greater equality. In showing both these ruptures and continuities, I hope to help educators contemplate the role that public schools might play in facilitating an alternative discourse grounded in a critique of militarism, consumerism, and racism. Such an alternative discourse would redefine democracy as something separate and distinct from the hyper–individualized market-based relations of capitalism and the retrograde appeal to jingoistic patriotism.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/d66a6b3f701b8e4418cb5d382d51b26926fc15b8
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Sociology and Political Science
Citations in the corpus
- Defining Democracy in the Neoliberal Age: Charter School Reform and Educational Consumption (2002, background): “Still, Giroux (2002) questions the meaning of the terrorist attacks of September 11, 2001, on our understanding of democracy.”