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ERIC Number: ED476606
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
What Role Should Education Play in the Aftermath of September 11, 2001: Perspectives from Kenya, South Korea, Taiwan, and the United States.
Cheng, Sheng Yao; Jacob, W. James; Kim, Hyo-Jung; Mukudi, Edith; Portnoi, Laura; Yoo, Sung Sang
The terrible disaster on September 11, 2001 is a poignant event people from all over the globe will discuss for years to come. The impact of the terrorist attacks on the World Trade Center (New York) and the Pentagon (Washington, DC) not only hindered an ailing U.S. economy, but also rocked the global market system. In 2002, there surfaced more terrorist activities throughout the world, thus amplifying the mission education should play on an international scale. Within this global context, this paper reflects on what role education can play in the aftermath of September 11th, through the analyses of key issues, including terrorism, peace education, moral education, curriculum, religion, media literacy, and cultural imperialism. The paper probes this topic from different country perspectives: Kenya reflects on a foreshadowing experience to September 11th when the United States embassy was bombed in Nairobi in 1998; South Korea considers its crucial yet delicate relationship with neighboring North Korea and Japan; and Taiwan examines its constant awareness of the reality of war as was reflected in the military displays from mainland China in 1996. The paper also analyzes these key issues from a U.S. perspective. It concludes by addressing some latent efforts that education can undertake for each country in the aftermath of September 11th. (Contains 1 table, 2 notes, and 51 references.) (Author/BT)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya; South Korea; Taiwan