How do you teach the politics of the post-September 11 wars to the post-September 11 generation? Students passing through undergraduate programs in political science in the middle of the current decade were young children on September 11, and they have never known a world without the politics of the post-September 11 wars roiling in the background. In that sense, the post-September 11 wars have been an ordinary, perhaps even unexceptional, part of their emerging political consciousness. Now, as these students reach the undergraduate level, they are presented with an IR curriculum that is deeply inscribed with the effects of events that, for them, do not have the resonance of lived experience. What IR teachers should be cognizant of is that the further away a generation gets from the core events, often the less general knowledge can be presumed. In this research paper, I explain techniques used to teach the post-September 11 Wars while reflecting on the pedagogical challenges and surprising outcomes of teaching a course on this topic.

Additional Metadata
Keywords IR, Pedagogy, Post-september 11 wars, Teaching
Persistent URL dx.doi.org/10.1111/1467-9256.12103
Journal Politics
Citation
Ettinger, A. (2016). Teaching the post-september 11 wars to the post-september 11 generation. Politics, 36(2), 197–209. doi:10.1111/1467-9256.12103