Social Studies Research and Practice
Volume 2, Number 2, Summer 2007
Civic Education Post 9/11: Efficacy, Cosmopolitanism, and Pedagogical Implications
Azadeh Farrah Osanloo
New Mexico State University
The many discourses surrounding 9/11 place existing civic education in a tenuous space within the current political climate. The challenges of producing a universally acceptable interpretation and approach to democratic education have been compounded in the aftermath of 9/11. Due to a heightened sense of fear and an increased level of blind nationalism, many of the basic concepts in the Constitution, like equality, justice, and reciprocity have been temporarily de-emphasized for a more compartmentalized way of “American” living, based on concepts such as patriotism, loyalty, and safety. Given the current political climate, the time to revisit the goals of civic education as a conduit of a globalized deliberative democracy is now. The author argues that civic education programming would be better served if more emphasis were placed on the philosophical foundations of the subject.
About the Author(s)…
Before joining the faculty at New Mexico State University, Dr. Osanloo received her doctorate in the Educational Leadership and Policy Studies Program, specializing in the Social and Philosophical Foundations of Education at Arizona State University. Her research addresses civic education in a post 9/11 climate focusing on the concepts of democracy, cosmopolitanism, xenophobia, and citizenship from theory to praxis. Prior to being in Arizona she taught in the New York City public schools working primarily with junior high school students in the South Bronx and jointly was a program director at the Harlem Educational Activities Fund – a not-for-profit that specialized in closing the gap between educational attainment and under-represented students. While in New York City she obtained my Master’s in Public Administration from New York University’s Robert F. Wagner School. In general, her research agenda focuses on issues of educational equality, educational leadership and policy, the philosophical foundations of education, issues of race, class, and gender in education, diversity, and social egalitarianism.
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