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- W2021735338 abstract "Abstract The tragic events of September 11th and the subsequent war on terrorism have pervaded the American cultural discourse and challenged foundational notions of culture, patriotism, and identity. Classroom teachers dealt with the volatile moments during and immediately following the attack in a variety of ways. This qualitative study in an action-research mode describes the process of a teacher and a university researcher together and their own inquiry into how to return to and/or modify their curriculum. This middle school teacher describes the contradictory feelings of personal inadequacy in the face of crisis, and the professional sense of obligation to explain the complexities of the situation to students. How the teacher herself felt the pain, fear, and loss in light of September 11th colors the story of a curriculum that seeks to care for kids before and while addressing content. Beginning with students' questions, the teacher focused a unit on discussing the perceptual lenses of culture. As she puts it, “the Crisis, soon became a crisis of cultural awareness.” This paper is an attempt to tell the story of how, for this teacher, culture, curriculum, and crisis intertwine." @default.
- W2021735338 created "2016-06-24" @default.
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- W2021735338 date "2009-06-01" @default.
- W2021735338 modified "2023-10-16" @default.
- W2021735338 title "Looking Through the Lenses: Culture in Classrooms, Curriculum, and the Crisis of September 11th" @default.
- W2021735338 cites W1980017108 @default.
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- W2021735338 doi "https://doi.org/10.1080/15505170.2009.10411730" @default.
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