• Summary
  • Contents
  • Subject index

This extensive Handbook brings together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections: Section 1: Reading Paulo Freire; Section 2: Social Theories; Section 3: Key Figures in Critical Pedagogy; Section 4: Global Perspectives; Section 5: Indigenous Ways of Knowing; Section 6: Education and Praxis; Section 7: Teaching and Learning; Section 8: Communities and Activism; Section 9: Communication and Media; Section 10: Arts and Aesthetics; Section 11: Critical Youth Studies; and Section 12: Science, Ecology and Wellbeing. The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies.

Chapter 116: Pedagogies of Trauma, Fear and Hope in Texts about 9/11 for Young People: From a Perspective of Distance

Pedagogies of Trauma, Fear and Hope in Texts about 9/11 for Young People: From a Perspective of Distance
Pedagogies of trauma, fear and hope in texts about 9/11 for young people: from a perspective of distance
Jo Lampert Kerry Mallan

Pronounced in the West as a moment of ‘epochal significance’ (Fraser, 2009: 10) that would change the world forever, 9/11 marked a pedagogical turning point. Noting almost immediate discursive shifts, Michael Apple (2002: 1760) commented on the ‘complicated set of patriotic discourses and practices that swept over the United States in the wake of the disaster'. In the first years after the terrorist attacks of September 11, 2001, well over 50 children's texts were published that explicitly ...

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