The purpose of this paper is two-fold: first, to examine the impact of historical sociopolitical events on music education, particularly post 9/11 with the intent of establishing a context for social justice issues; and second, how we might examine the broad implications to further music education research focusing on social justice. Issues of…

This article describes the personal and pedagogical contexts for the development of a 9/11 curriculum. The author relates his own experiences learning of the event and teaching it soon afterwards and the subsequent development of a nationally distributed 9/11 curriculum.

The National September 11 Memorial & Museum will be officially dedicated this September on the 10th anniversary of the attacks of 2001. It provides educational resources that explore the ongoing impact of the September 11th attacks and the ways that volunteerism and art aid in healing, recovery, and rebuilding. The 9/11 Memorial Museum, to be…

A review of "The September 11th Education Program: A National Interdisciplinary Curriculum" reveals a sensitive and well-created program for the 5-12 social studies teacher to use in teaching about the challenging subject of 9/11. This program provides an opportunity for teachers to find a balance among understanding, critical analysis,…

In this article, the author discusses the importance of continuing study of the events surrounding 9/11. She also provides ideas on how the 9/11 Education Trust's curriculum can be implemented in a variety of classroom settings.

The tragedy of 9/11 is perhaps the most significant event so far in the 21st century. Ten years later, the vast majority of elementary school students have no personal connection with the original events, yet all live in a world that has been and continues to be affected by 9/11. How can teachers introduce young students to the events of that…

This article is a story in three acts. Act I is the initial article submitted to "Qualitative Inquiry" describing an unscripted sociodrama that occurred in a weekly psychodrama group two days after September 11, 2001 (initial submission titled, "9/11 in New Zealand: A point of leverage"). Act II presents the reviewer's response…

Many researchers have called for educational leaders to develop a moral grounding for their work. This essay begins a discussion of how Starratt's (2005) spiraling framework of moral responsibility represents a process through which educational leaders can evolve from taking a transactional approach to problem solving, to using moral and…

The attacks of terror carried out on September 11, 2001 gave rise to waves of hate-fueled violence across the country. It has been argued that the attacks and the subsequent, current context of war have resulted in a heightened sense of American intolerance. They have led to discernable shifts in how certain minorities are perceived and treated in…

This brief glimpse into how schools responded to a national tragedy only hints at the magnitude of responses. No school board policy or university program had prepared American educators to respond to events like those of September 11 attack. Teachers and principals simply found themselves confronting a tragic event. Still, they quickly determined…