References
- Abu El-Haj, T. R. (2007). “I was born here, but my home, it’s not here”: Educating for democratic citizenship in an era of transnational migration and global conflict. Harvard Educational Review, 77(3), 285–316. https://doi.org/https://doi.org/10.17763/haer.77.3.412l7m737q114h5m
- Apple, M. (2002). Patriotism, pedagogy, and freedom: On the educational meanings of September 11. Teachers College Record, 104(8), 1760–1764. https://doi.org/https://doi.org/10.1111/1467-9620.00219
- Awan, I., Spiller, K., & Whiting, A. (2019). Terrorism in the classroom: Security, surveillance and a public duty to act. Palgrave Studies in Risk, Crime and Society.
- Baker, N. D., & Deham, M. (2019). For a short time, we were the best version of ourselves: Hurricane Harvey and the ideal of community. International Journal of Emergency Services, 9(1), 8–20. https://doi.org/https://doi.org/10.1108/IJES-12-2018-0066
- Barnett, B., & Reynolds, A. (2009). Terrorism and the press: An uneasy relationship (Vol. 3). Peter Lang.
- Bar-Tal, D., & Labin, D. (2001). The effect of a major event on stereotyping: Terrorist attacks in Israel and Israeli adolescents’ perceptions of Palestinians, Jordanians and Arabs. European Journal of Social Psychology, 31(3), 265–280. https://doi.org/https://doi.org/10.1002/ejsp.43
- Bellows, E. (2016). Including 9/11 in the elementary grades: State standards, digital resources, and children’s books. In W. Journell (Ed.), Reassessing the social studies curriculum: Promoting critical civic engagement in a politically polarized, post-9/11 world (pp. 29–40). Rowman & Littlefield.
- Ben-Porath, S. R. (2006). Citizenship under fire: Democratic education in times of conflict. Princeton University Press.
- Berson, M. J. (2002). A counter-response to terrorism: The hope and promise of our nation’s youth. Theory & Research in Social Education, 30(1), 142–144. https://doi.org/https://doi.org/10.1080/00933104.2002.10473182
- Boeije, H. (2010). Analysis in qualitative research. Sage.
- Brody, D., & Baum, N. L. (2007). Israeli kindergarten teachers cope with terror and war: Two implicit models of resilience. Curriculum Inquiry, 37(1), 9–31. https://doi.org/https://doi.org/10.1111/j.1467-873X.2007.00379.x
- Casebeer, W. D., & Russell, J. A. (2005). Storytelling and terrorism: Towards a comprehensive counter-narrative strategy. Center for Contemporary Conflict.
- Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
- Comer, J. S., Furr, J. M., Beidas, R. S., Weiner, C. L., & Kendall, P. C. (2008). Children and terrorism-related news: Training parents in coping and media literacy. Journal of Consulting and Clinical Psychology, 76(4), 568–578. https://doi.org/https://doi.org/10.1037/0022-006X.76.4.568
- Crenshaw, M. (2000). The psychology of terrorism: An agenda for the 21st century. Political Psychology, 21(2), 405–420. https://doi.org/https://doi.org/10.1111/0162-895X.00195
- Darragh, J. J., & Petrie, G. M. (2019). “I feel like I’m teaching in a landmine”: Teaching in the context of political trauma. Teaching and Teacher Education, 80(1), 180–189. https://doi.org/https://doi.org/10.1016/j.tate.2019.01.013
- de Graaf, B. A. (2011). Evaluating counterterrorism performance. Routledge.
- de Graaf, B. A. (2018, November 30). Longread: De kunst van het weglaten - Hoe het geschieddidactische concept van ‘historische significantie’ historisch onderzoek verder kan brengen. Historici.nl. https://www.historici.nl/longread-de-kunst-van-het-weglaten-hoe-het-geschieddidactische-concept-van-historische-significantie-historisch-onderzoek-verder-kan-brengen/
- de Graaf, B. A., & van den Bos, K. (2020). Religious radicalization: Social appraisals and finding radical redemption in extreme beliefs. Current Opinion in Psychology, 40, 56–60. https://doi.org/https://doi.org/10.1016/j.copsyc.2020.08.028
- de Veen, L., & Thomas, R. (2020). Shooting for neutrality? Analysing bias in terrorism reports in Dutch newspapers. Media, War & Conflict. Advance online publication. https://doi.org/https://doi.org/10.1177/1750635220909407
- Duarte, C. S., Wu, P., Cheung, A., Mandell, D. J., Fan, B., Wicks, J., Musa, G. J., & Hoven, W. (2011). Media use by children and adolescents from New York City 6 months after the WTC attack. Journal of Traumatic Stress, 24(5), 553–556. https://doi.org/https://doi.org/10.1002/jts.20687
- Eraqi, M. M. (2015). Inclusion of Arab-Americans and Muslim-Americans within secondary U.S. history textbooks. Journal of International Social Studies, 5(1), 64–80. https://iajiss.org/index.php/iajiss/article/view/159
- Felix, E., Vernberg, E. M., Pfefferbaum, R. L., Gill, D. C., Schorr, J., Boudreaux, A., Gurwitch, R., Galea, S., & Pfefferbaum, B. (2010). Schools in the shadow of terrorism: Psychosocial adjustment and interest in interventions following terror attacks. Psychology in the Schools, 47(6), 592–605. https://doi.org/https://doi.org/10.1002/pits.20493
- Gereluk, D. (2012). Education, extremism and terrorism: What should be taught in citizenship education and why. Bloomsbury.
- Goldberg, T., & Savenije, G. M. (2018). Teaching controversial historical issues. In S. A. Metzger & L. M. Harris (Eds.), The Wiley international handbook of history teaching and learning (pp. 503–526). Wiley-Blackwell.
- Greenberg, J., Pyszczynski, T., & Solomon, S. (1986). The causes and consequences of a need for self-esteem: A terror management theory. In R. F. Baumeister (Ed.), Public self and private self (pp. 189–212). Springer-Verlag.
- Hess, D. E., & McAvoy, P. (2015). The political classroom: Evidence and ethics in democratic education. Routledge.
- Hess, D., & Stoddard, J. (2011). 9/11 in the curriculum: A retrospective. The Social Studies, 102(4), 175–179. https://doi.org/https://doi.org/10.1080/00377996.2011.585551
- Hoven, C. W., Duarte, C. S., Lucas, C. P., Wu, P., Mandell, D. J., Goodwin, R. D., Cohen, M., Balaban, V., Woodruff, B. A., Bin, F., Musa, G. J., Mei, L., Cantor, P. A., Aber, J. L., Cohen, P., & Susser, E. (2005). Psychopathology among New York city public school children 6 months after September 11. Archives of General Psychiatry, 62(5), 545–552. https://doi.org/https://doi.org/10.1001/archpsyc.62.5.545
- Huddy, L., Feldman, S., Lahav, G., & Taber, C. (2003). Fear and terrorism. Psychological reactions to 9/11. In P. Norris, M. Kern, & M. Just (Eds.), Framing terrorism. The news media, the government and the public (pp. 255–278). Routledge.
- Jackson, R. (2016). Routledge handbook of critical terrorism studies. Routledge.
- James, J. H. (2010). “Democracy is the devil’s snare”: Theological certainty in teacher education. Theory & Research in Social Education, 38(4), 618–639. https://doi.org/https://doi.org/10.1080/00933104.2010.10473441
- Jørgensen, B. F., Skarstein, D., & Schultz, J. H. (2015). Trying to understand the extreme: School children’s narratives of the mass killings in Norway July 22, 2011. Psychology Research and Behavior Management, 8(51), 51–61. https://doi.org/https://doi.org/10.2147/PRBM.S73685
- Journell, W. (2011). The challenges of political instruction in a post-9/11 United States. The High School Journal, 95(1), 3–14. https://doi.org/https://doi.org/10.1353/hsj.2011.0018
- Journell, W. (2017). Framing controversial identity issues in schools: The case of HB2, bathroom equity, and transgender pupils. Equity & Excellence in Education, 50(4), 339–354. https://doi.org/https://doi.org/10.1080/10665684.2017.1393640
- Journell, W. (2018). Terrorism. In D. G. Krutka, A. M. Whitlock, & M. Helmsing (Eds.), Keywords in the social studies: Concepts and conversations (pp. 217–229). Peter Lang.
- Kunzman, R. (2006). The civic (and pedagogical) virtue of recognizing reasonable disagreement. Theory & Research in Social Education, 34(2), 162–182. https://doi.org/https://doi.org/10.1080/00933104.2006.10473303
- Kuthe, A. (2011). Teaching the war on terror: Tackling controversial issues in a New York City public high school. The Social Studies, 102(4), 160–163. https://doi.org/https://doi.org/10.1080/00377996.2011.585291
- Lévesque, S. (2003). “Bin Laden is responsible; it was shown on tape”: Canadian high school pupils’ historical understanding of terrorism. Theory & Research in Social Education, 31(2), 174–202. https://doi.org/https://doi.org/10.1080/00933104.2003.10473221
- Mancosu, M., & Ferrín Pereira, M. (2021). Terrorist attacks, stereotyping, and attitudes toward immigrants: The case of the Manchester bombing. Social Science Quarterly, 102(1), 420–432. https://doi.org/https://doi.org/10.1111/ssqu.12907
- Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52(2), 250–260. https://doi.org/https://doi.org/10.1037/0022-0167.52.2.250
- Noppe, I. C., Noppe, L. D., & Bartell, D. (2006). Terrorism and resilience: Adolescents’ and teachers’ responses to September 11, 2001. Death Studies, 30(1), 41–60. https://doi.org/https://doi.org/10.1080/07481180500348761
- Onwuegbuzie, A. J., & Leech, N. L. (2007). Sampling designs in qualitative research: Making the sampling process more public. The Qualitative Report, 12(2), 238–254. https://doi.org/https://doi.org/10.46743/2160-3715/2007.1636
- Otto, M. W., Henin, A., Hirshfeld-Becker, D. R., Pollack, M. H., Biederman, J., & Rosenbaum, J. F. (2007). Posttraumatic stress disorder symptoms following media exposure to tragic events: Impact of 9/11 on children at risk for anxiety disorders. Journal of Anxiety Disorders, 21(7), 888–902. https://doi.org/https://doi.org/10.1016/j.janxdis.2006.10.008
- Payne, K. A., & Journell, W. (2019). “We have those kinds of conversations here…”: Addressing contentious politics with elementary pupils. Teaching and Teacher Education, 79, 73–82. https://doi.org/https://doi.org/10.1016/j.tate.2018.12.008
- Perry, R. W., & Lindell, M. K. (2003). Understanding citizen response to disasters with implications for terrorism. Journal of Contingencies and Crisis Management, 11(2), 49–60. https://doi.org/https://doi.org/10.1111/1468-5973.1102001
- Pfefferbaum, B., Pfefferbaum, R. L., Gurwitch, R. H., Nagumalli, S., Brandt, E. N., Robertson, M. J., Aceka, A., & Saste, V. S. (2003). Children’s response to terrorism: A critical review of the literature. Current Psychiatry Reports, 5(2), 95–100. https://doi.org/https://doi.org/10.1007/s11920-003-0025-1
- Pinar Alakoc, B. (2019). Terror in the classroom: Teaching terrorism without terrorizing. Journal of Political Science Education, 15(2), 218–236. https://doi.org/https://doi.org/10.1080/15512169.2018.1470002
- Pisoiu, D., & Hain, S. (2018). Theories of terrorism: An introduction. Routledge.
- Putnam, H. (1981). Reason, truth and history (Vol. 3). Cambridge University Press.
- Quartermaine, A. (2016). Discussing terrorism: A pupil-inspired guide to UK counter-terrorism policy implementation in religious education classrooms in England. British Journal of Religious Education, 38(1), 13–29. https://doi.org/https://doi.org/10.1080/01416200.2014.953911
- Sheppard, M., & Levy, S. A. (2019). Emotions and teacher decision-making: An analysis of social studies teachers’ perspectives. Teaching and Teacher Education, 77(1), 193–203. https://doi.org/https://doi.org/10.1016/j.tate.2018.09.010
- Sondel, B., Baggett, H. C., & Dunn, A. H. (2018). “For millions of people, this is real trauma”: A pedagogy of political trauma in the wake of the 2016 U.S. Presidential Election. Teaching and Teacher Education, 70(2), 175–185. https://doi.org/https://doi.org/10.1016/j.tate.2017.11.017
- Stoddard, J., & Hess, D. (2016). 9/11 and the war on terror in American secondary curriculum, fifteen years later. In W. Journell (Ed.), Reassessing the social studies curriculum: Promoting critical civic engagement in a politically polarized, post-9/11 world (pp. 15–28). Rowman & Littlefield.
- Stoddard, J., Jones, N., & Hess, D. (2019). Teaching 9/11 and the War on Terror National Survey of Secondary Teachers. University of Wisconsin-Madison.
- Stylianou, P., & Zembylas, M. (2021). Engaging with issues of death, loss, and grief in elementary school: Teachers’ perceptions and affective experiences of an in-service training program on death education in Cyprus. Theory & Research in Social Education, 49(1), 54–77. https://doi.org/https://doi.org/10.1080/00933104.2020.1841700
- Tatar, M., & Amram, S. (2007). Israeli adolescents’ coping strategies in relation to terrorist attacks. British Journal of Guidance & Counselling, 35(2), 163–173. https://doi.org/https://doi.org/10.1080/03069880701715648
- Thornton, S. J. (1991). Teacher as curricular-instructional gatekeeper in social studies. In J. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 237–248). Macmillan.
- van den Bos, K., & de Graaf, B. A. (2020). Situated and historized making sense of meaning: Implications for radicalization. Evolutionary Studies in Imaginative Culture, 4(1), 59–62. https://doi.org/https://doi.org/10.26613/esic.4.1.169
- van Kessel, C., den Heyer, K., & Schimel, J. (2020). Terror management theory and the educational situation. Journal of Curriculum Studies, 52(3), 428–442. https://doi.org/https://doi.org/10.1080/00220272.2019.1659416
- van Overmeire, R., Six, S., Vesentini, L., Deschepper, R., Denys, E., Vandekerckhove, M., & Bilsen, J. (2020). Questions and emotions of minors after terrorist attacks: A qualitative study using data from a Belgian youth-helpline. Community Mental Health Journal, 56(2), 280–286. https://doi.org/https://doi.org/10.1007/s10597-019-00482-w
- Wansink, B. G. J., Akkerman, S., & Kennedy, B. L. (2021). How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: A case study of teaching about the holocaust in the Netherlands. Intercultural Education. Advance online publication. https://doi.org/https://doi.org/10.1080/14675986.2021.1889986
- Wansink, B. G. J., Akkerman, S., & Wubbels, T. (2016). Topic variability and criteria in interpretational history teaching. Journal of Curriculum Studies, 49(5), 640–662. https://doi.org/https://doi.org/10.1080/00220272.2016.1238107
- Wansink, B. G. J., Akkerman, S., Zuiker, I., & Wubbels, T. (2018). Where does teaching multiperspectivity in history education begin and end? An analysis of the uses of temporality. Theory & Research in Social Education, 46(4), 495–527. https://doi.org/https://doi.org/10.1080/00933104.2018.1480439
- Wansink, B. G. J., Patist, J., Zuiker, I., Savenije, G., & Janssenswillen, P. (2019). Confronting conflicts: History teachers’ reactions to spontaneous controversial remarks. Teaching History, 175, 68–75. https://www.history.org.uk/publications/resource/9609/confronting-conflicts-history-teachers-reactions
- Weeden, K., & Bright, D. (2020). Pre-service teacher attitudes towards discussing terrorism in English as an additional language (EAL) classrooms: Citizenship, democratic practices, and the discussion of controversial issues. The Australian Educational Researcher, 47(1), 149–166. https://doi.org/https://doi.org/10.1007/s13384-019-00333-3
- Welch, K. (2016). Middle Eastern terrorist stereotypes and anti-terror policy support: The effect of perceived minority threat. Race and Justice, 6(2), 117–145. https://doi.org/https://doi.org/10.1177/2F2153368715590478
- Zaal, M. (2012). Islamophobia in classrooms, media, and politics. Journal of Adolescent & Adult Literacy, 55(6), 555–558. https://doi.org/https://doi.org/10.1002/JAAL.00066
- Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education, 23(4), 355–367. https://doi.org/https://doi.org/10.1016/j.tate.2006.12.002
- Zembylas, M., & Loukaidis, L. (2021). Affective practices, difficult histories and peace education: An analysis of teachers’ affective dilemmas in ethnically divided Cyprus. Teaching and Teacher Education, 97, 1–11. https://doi.org/https://doi.org/10.1016/j.tate.2020.103225
- Zhirkov, K., Verkuyten, M., & Weesie, J. (2014). Perceptions of world politics and support for terrorism among Muslims: Evidence from Muslim countries and Western Europe. Conflict Management and Peace Science, 31(5), 481–501. https://doi.org/https://doi.org/10.1177/2F0738894213510121