In New York and elsewhere in the United States, the Sept. Herman to examine many of the textbooks commonly used by middle and high school students and found that Iran, Venezuela, Egypt, Syria and Mozambique are a few of the countries that do not mention the attack. Schools around the world vary widely in their approach to teaching 9/11, if they teach it at all.īiz Herman, a doctoral candidate in political science at the University of California, Berkeley, has collected 850 textbooks from 90 countries. That’s when I started to have a lot deeper connection> That’s when I started to have a lot deeper connection Karen Zhang United States To interview a family member who was personally> to interview a family member who was personally Karen Zhang United StatesĪffected by 9/11.> affected by 9/11. In seventh grade, we were given a project> In seventh grade, we were given a project Karen Zhang United States occupying Iraq.> And that’s what resulted in the U.S. Mujtaba Ali al-Saadi IraqĪnd that’s what resulted in the U.S. He told me it happened to threaten the U.S.> he told me it happened to threaten the U.S. While talking to my history professor,> While talking to my history professor, Mujtaba Ali al-Saadi Iraq Of international conflict post-globalization.> of international conflict post-globalization.

It was taught separately as an example> It was taught separately as an example Kim Donghyeon South Korea Showed that terrorism existed, and that it was> showed that terrorism existed, and that it was Noémi Grette FranceĪ threat to the whole world.> a threat to the whole world. We talked about 9/11 being the first event that> We talked about 9/11 being the first event that Noémi Grette France In high school, but in the end they never played it.> in high school, but in the end they never played it. We were supposed to watch a documentary about 9/11> We were supposed to watch a documentary about 9/11 Ariadna Clareth Sánchez Rojas Venezuela The teacher had slides of the planes hitting the twin towers.> The teacher had slides of the planes hitting the twin towers. In my primary school, they briefly mentioned it.> In my primary school, they briefly mentioned it. These types of discussions don’t take place in our schools.> These types of discussions don’t take place in our schools. I’m actually certain we’ve never studied it.> I’m actually certain we’ve never studied it. If there is a consensus, it can be found in what students told us their education has been missing: depth. 11 worldwide, but their impressions and experiences were striking.įrom Moscow to Manhattan, from Karachi to Caracas, from Berlin to Baghdad, students have come away with very different perspectives on terrorism, Islam, war and American power. Their voices offered only a hint of the diversity of instruction on Sept. But mostly we wanted to hear directly from young people, and so we interviewed students born after the attacks in 12 countries. We examined textbooks from all over and talked with educators. With the terrorist attack and the wars that followed having entered the realm of history, we sought to understand how these events are being taught. There is only education - formal, and informal. 11, 2001, there are no memories of that dark day to shape their views. A Fellow of the American Psychological Association and five of its Divisions, her contributions were honored by a 2021 American Psychological Association Presidential Citation for using “the lens of psychology to broaden our understanding of social phenomena” and for her teaching and service to the field.įor disability-related accommodations, including dietary accommodations, please visit two weeks prior to the event.For those born after Sept.

While a faculty member in the UMB Dispute Resolution Program from 1996-2007, she began researching 9/11’s aftermath, a project recently published in a co-edited book, New York After 9/11 (2018, Fordham University Press). A social psychologist, Susan’s scholarship centers on the psychology of conflict and justice, exclusionary and inclusionary change, historical injustice, and the well-being of marginalized groups. Susan Opotow, PhD, is a Professor in the PhD Program in Critical Social/Personality Psychology at the Graduate Center and in the Sociology Department at John Jay College of Criminal Justice, two campuses of the City University of New York. She looks forward to visiting the Conflict Resolution Graduate Programs colloquium to report back on this research and its findings. This empirical project studied how the post-disaster trajectory unfolded in one city during an extended period of challenges, conflicts, and change. Susan Opotow’s work on post-9/11 recovery began immediately after the 2001 attacks on New York City’s World Trade Towers in collaboration with UMass Boston DisRes graduate students.

911 aftermath