Abstract
In this essay I wish to focus on the most local of levels: the complicated ways in which 9011 was experienced phenomenologically by teachers such as myself and the little-known effects it had on pedagogy and on the urge to have schools participate in a complicated set of patriotic discourses and practices that swept over the United States in the wake of the disaster.
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Schedule a callMore From: Teachers College Record: The Voice of Scholarship in Education
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