9/11 and Social Studies Education: A Critique of Perpetual War and the Possibility of a More Peaceful Future

Scott Glew

doi:10.29173/css22

9/11 and Social Studies Education

A Critique of Perpetual War and the Possibility of a More Peaceful Future

Authors

Scott Glew University of Minnesota, Twin Cities

DOI:

https://doi.org/10.29173/css22

Keywords:

democratic citizenship education, critical pedagogy, peace education

Abstract

In this article, the author shares a personal reflection of his military and educational experiences in the aftermath of 9/11. He describes his concerns about the ongoing “War on Terror” and the disengaged militarism of the United States and how this has shaped his approach in the classroom. Expanding on his personal experiences, he calls for social studies educators to employ critical pedagogy and peace education to help students develop as thoughtfully and critically engaged citizens who are capable of creating a more peaceful world.

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Published

2021-07-12

Issue

Vol. 52 No. 2 (2021): Echoes of Terror(ism): International Contemplations and Reflections On 9/11

Section

Articles

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