Social Education 67(3), pp. 134-139 © 2003 National Council for the Social Studies Bringing the World into the Classroom with Advancing Technology Advancing Online Global Newspapers

By David Hicks and E. Thomas Ewing social studies educators can use the Internet to create learning opportunities that enable students to examine current events, expand their global understanding, foster open communication, The Internet , as a societal force, might prove to be explore alternative perspectives, and strengthen media literacy surpassed in its significance for the learning process only skills. In particular, we address this question by examining how by the invention of a written language. . . . Mastery of the access to online newspapers from around the world can provide Internet and its resources can greatly enhance the quality of a connected space through which students’ understandings of learning experiences in social studies classrooms.”1 current events can be broadened, deepened, and reexamined in the face of diverse, alternative, and to some extent contradictory Reading does not consist merely of decoding the written worldviews. We argue that global newspapers on the Internet word or language: rather it is preceded by and intertwined provide an accessible, convenient, and innovative approach for with knowledge of the world. Language and reality are using instructional technology to acquire information, develop dynamically interconnected. The understanding attained by skills, and enhance understanding. critical reading of the text implies perceiving the relationship between text and context.”2 Online Newspapers as an Instructional Tool The decision of when, how, and why to use such technologies ow can interactive technologies such as the Internet pre- as the Internet within the classroom ultimately rests with the pare young adults with the training necessary for informed teacher.6 Shortages of time and training, the problem of equip- Hdeliberation, civic engagement, and active decision mak- ment breakdown, and doubts about the extent of real improve- ing in a culturally diverse and globally interdependent world? ments in teaching and learning have all been stumbling blocks The quotes cited above suggest that the remarkably expansive to the integration of technology in the classroom.7 Given these potential of the Internet as a source of information must be obstacles and concerns, teachers need to ask two foundational accompanied by the development of the critical skills needed to questions prior to using technology within their classrooms: understand the relationship between content and context. Even 1. To what extent will the Internet allow me to conduct for the novice user, the Internet offers access to an astonishing worthwhile lessons that I could not have done before, or sea of information. Yet the skills to “decode” this information—to that I could have done but can now do more efficiently?8 identify authors and intended audiences, or to grasp multiple 2. How can I use technology to strengthen the “social and layers of meaning—require the kind of critical engagement in civic functions” of schools in order “to create better com- which the reader of the text simultaneously becomes the maker munities and build stronger citizens?”9 of meaning.3 The Internet has great potential value as a tool Answering these two questions is relatively easy with regard for global studies, as the web transcends geographical distance, to online newspapers. Using technology to access newspapers political boundaries, and chronological divisions to become is an improvement on existing approaches to teaching about genuinely “worldwide.” At a time of increasing global interde- current events, about the peoples and cultures of the world, and pendence, the ability not only to locate information about other about the international position of the United States. These top- countries, peoples, and cultures but also to make sense of this ics are staples in the social studies curriculum, and for decades, significant knowledge needs to be central to the social studies teachers have used outside readings, including national and curriculum and the practices of teachers.4 local newspapers, as teaching aids.10 Yet these materials, while Recent publications on social studies and the use of tech- extremely useful, face inherent limitations. Published materials nology have explored the promise as well as the potential can never be fully up-to-date, subscriptions to newspapers are problems of these new approaches to teaching and learning.5 expensive, locally available materials inevitably favor certain This article builds on such emerging literature by asking how regions and cultures, and ongoing trends of media consolida-

Social Education 134 tion further restrict the range of topics citizenship “provides an instrument for and views available to readers. Without living with difference” with regard to the Internet, access to international news- how people act with and toward other papers is extremely slow, prohibitively citizens, societies, and cultures within expensive, and generally unreliable. With a global community.13 In this way, the Internet, access to global newspa- students are in a better position pers is inexpensive (no cost above the to uphold President George W. expense of the computers, basic soft- Bush’s call for schools and teachers to ware, and local access provider), timely encourage “young people to participate (newspapers can be read on the same in activities that increase their knowl- day they are published—or even the day edge of and appreciation for global issues, before, depending on the time zones), languages, history, geography, literature, and convenient (most newspaper URLs and the arts of other countries.”14 Incor- are easily located and generally stable, porating global newspapers into a social websites are reader friendly, and mate- studies curriculum is an excellent way to rials are content-rich). On all of these expose pupils not only to a range of levels, bringing the world into the class- perspectives but also to the pro- room through online newspapers dem- cesses and forces that shape these onstrates how instructional technology other perspectives.15 makes possible a previously impossible approach to instruction. Reading the Words of the World Most importantly, the use of online Gaining access to newspapers around newspapers facilitates the introduction the world is remarkably easy. Using search of multiple, global perspectives into the engines and resource pages, we identi- classroom and the curriculum. In this fied thirty-five English language news- new era of uni-polar world politics, it has papers from five different regions: Africa, become too easy for many Americans to the Americas, Asia, Europe, and the adopt a perspective that divides the world Middle East. We then created links into “friends” and “enemies,” in which to these newspapers and posted “you are either with us or against us.”11 Yet them on a website, “Newspapers such a dichotomous perspective inhibits Around the World,” which uses meaningful exploration of diverse values basic web page formatting (see Table and points of view. People everywhere 1).16 The newspapers listed on this web evaluate issues and processes in terms page represent not only a range of regions of their own local, regional, national, but also a variety of formats, approaches, and international concerns. Worldviews and content. AllAfrica.com, for example, in other countries are certainly affected provides a digest of daily reports from by the policy priorities of the United throughout the continent. The homep- States, but this one factor coexists with age offers daily headlines from across multiple other influences and interests. Africa, as well as links to fifty-four This “de-centering” of the United States countries for more detailed news is one of the clear lessons to be drawn reports. The “Newspapers around from reading other newspapers. Educat- the World” website also directs read- ing American students to become global ers to the weekly Botswana Gazette, the citizens does not mean that they are Ethiopian weekly Addis Tribune, the being pushed to change their view of the South African Daily Mail and Guard- United States and the world, but rather ian, the Kenyan newspaper Daily Nation, they are being asked to recognize that the daily newspaper The Monitor from other peoples do not necessarily share Uganda, and The Guardian from Nige- their concerns, perspectives, and points ria. Each of these newspapers offers of view. More importantly, American stu- in-depth coverage of a particular dents are being asked to understand the nation as well as topical cover- range of factors that shape this diversity age for different regions of the of perspectives around the world.12 Such continent. an ability is a vital attribute of the concept “Newspapers Around the of citizen, for, as Dahrendorf contends, World” also offers online access to

A p r i l 2 0 0 3 135 two well-established European news- globalization. Nhan Dan from Vietnam papers, The Times of London in and People’s Daily from China repre- England and an English-language sent the views of their respective govern- weekly version of the Frankfurter Allge- ments. The Jakarta Post provides news meine from Germany. The other Euro- from Indonesia, recently in the interna- pean newspapers reflect the geographical tional spotlight because of its strategic diversity of the continent, including the location and majority Muslim popula- Moscow Times from Russia, the Budapest tion. Yet articles in all of these newspa- Sun from Hungary, the Norway Times, pers illustrate how the focus of world the Prague Post from the Czech Republic, attention, especially as determined by and the Irish Independent. These news- the American media, tends to overlook, papers offer interesting perspectives on distort, or simply ignore many vital con- the process of European unification, cerns of these Asian nations. as long-standing national divisions Newspapers from the Middle East exacerbated by the Cold War are offer the most strikingly different perspec- yielding to economic, political, and cul- tives on current events. The Bethlehem tural associations. The Internet itself has News from Palestine and the Jerusalem become a force in this process, which is Post from Israel offer daily reports on evident in how these newspapers actively how turmoil and violence in the streets promote a vision of an emerging and lead to repercussions on the international inclusive European identity. stage, which in turn provoke alternating For the Americas, the newspapers steps toward compromise and conflict. offer a remarkable perspective on The Tehran Times, the Daily Star from economic and cultural differences. In Lebanon, the Arab News from Saudi addition to the Washington Post and Arabia, and the Turkish Press provide the Los Angeles Times, this website pro- regional perspectives on international vides access to the Bogota Daily from issues as well as domestic concerns. Colombia, the Tico Times of Costa Rica, These newspapers are extremely useful The News from Mexico, and the Van- for finding out more about the politi- couver Sun from Canada. The Cuban cal influence of religion throughout the newspaper, Granma, is especially inter- Middle East, and for exploring a range esting because it serves as the official of perspectives on international conflicts voice of the government, and thus offers involving Afghanistan and Iraq. a sharp contrast to the prevailing U.S. The thirty-five newspapers accessed perception of developments not only through this website offer only a sample in Cuba but also in Latin America of the vast range of international media and across the world. Given the close available online. Similar websites could cultural, economic, and political relations be set up with more newspapers from between the United States and the other a particular region, or the selection of nations of the Americas, these newspa- newspapers could reflect the needs of pers provide a fascinating combination of a particular curriculum or the interests familiar themes presented from sharply of a class. Expanding beyond English- divergent points of view. language newspapers could significantly The newspapers from Asia provide multiply the utility of this approach for diverse views on the range of issues foreign language or English as a Sec- affecting this most populous con- ond Language students. Pupils might be tinent. One of Pakistan’s lead- encouraged to access newspapers from ing newspapers, Dawn, can be their families’ countries of origin. The accessed along with The Times newspapers also serve as a way to facili- of India to provide sharply contrast- tate exchanges within a diverse classroom, ing views on the long-running conflict build connections to local ethnic com- between these two countries. The Japan munities, and transform aspiring learners Times and Korea Times emphasize eco- into teachers for their classmates and nomic news, and are thus particularly even families. Searching for newspapers rich sources for information about the and creating an online directory would opportunities and costs associated with allow a class to master basic instructional

Social Education 136 Table 1 Africa Americas Asia Europe Middle East • Africa News Online allafrica. • Bogotá Daily (Colombia) • Dawn (Pakistan) www.dawn. • Budapest Sun (Hungary) • Bethlehem News (Palestine) com www.bogotadaily.com com www.budapestsun.com www.bethlehemnews.com

• Botswana Gazette www.info. • The News (Mexico) www. • Korea Times (South Korea) • Frankfurt Allgemeine • Daily Star (Lebanon) www. bw/~gazette thenewsmexico.com times.hankooki.com (Germany) dailystar.com.lb www.faz.com • Addis Tribune (Ethiopia) • Tico Times (Costa Rica) • Japan Times (Japan) www. • Jerusalem Post (Israel) www. www.addistribune.com www.ticotimes.net japantimes.co.jp • Moscow Times (Russia) jpost.com www.moscowtimes.ru • Daily Mail (South Africa) • Vancouver Sun (Canada) • Times of India • Tehran Times (Iran) www. www.mg.co.za www.canada.com/vancouver www.timesofindia.com • Norway Post tehrantimes.com www.norwaypost.no • Daily Nation (Kenya) www. • Granma (Cuba) • Jakarta Post (Indonesia) • Arab News (Saudi Arabia) nationaudio.com/News/Dai- www.granma.cu/ingles www.thejakartapost.com • Irish Independent www.arabnews.com lyNation/Today www.unison.ie/ • Los Angeles Times (USA) • People’s Daily (China) irish_independent • Turkish Press • The Monitor (Uganda) www. www.latimes.com english.peopledaily.com.cn www.turkishpress.com monitor.co.ug • Prague Post (Czech) www. • Washington Post (USA) www. • Nhan Dan (Vietnam) www. praguepost.cz • Al-Ahram Weekly (Egypt) • The Guardian (Nigeria) www. washingtonpost.com nhandan.org.vn www.ahram.org.eg/weekly ngrguardiannews.com • The Times (England) www. thetimes.co.uk

technology skills, while also serving as of films such as Lord of the Rings and 4. What new questions do I now need an entry point for sustained exercises in Black Hawk Down. Another worthwhile to ask about an event or point of reading and comprehension. assignment would be to identify, discuss, view?19 and reflect on a particular issue (such as These questions lend themselves Teaching and Learning with the relationship between religion and to both analytical writing and interac- Newspapers of the World politics, the political roles of women, tive exercises. Most importantly, these Global newspapers are especially suited the experiences of schoolchildren, or the questions lead students to make con- to assignments that ask students to com- impact of economic development on the nections between these materials and pare and contrast different perspectives environment) that could be studied in their own perceptions, assumptions, and on similar events, explore the regional a number of different countries or in a expectations. By drawing comparisons significance of a particular process, or particular region over a period of time. between opposing viewpoints, by ask- examine a particular country, culture, Such assignments lend themselves to sus- ing what information or perspectives or population over time and in-depth. tained analytical exercises, such as daily are included or excluded from specific Articles, editorials, and political cartoons or weekly journals, cumulative presenta- texts, and by exposing themselves to from different countries on related topics tions, and in-class exercises, including an array of diverse beliefs, pupils enter can be assigned for students to compare debates, oral reports, mock trials, and into a remarkably constructive dialogue and contrast. In an introductory course “model” organizations.18 with each other and with the world as a on modern world history, for example, The key element in these assignments whole.20 Through online access to global students were asked to write four short needs to be how students approach these newspapers, pupils thus create the critical papers, each examining two articles from original source materials. As a starting space, as described by Shor and Freire, in different countries on the same topic.17 point, pupils need to ask these “layering which “humans meet to reflect on their In the spring of 2002, students reflected questions”: reality as they make and remake it. . . on Japanese, Iranian, British, Cuban, 1. What does the article definitely . Through dialogue, reflecting together and Israeli responses to U.S. President tell us about an event or point of on what we know and don’t know, we Bush’s “State of the Union” speech, on view? can then act critically to transform real- the emerging conflicts over the West 2. What can I infer from the article? ity.”21 Creating such opportunities for Bank and Kashmir, on Russian and Cana- 3. What does this article definitely not dialog is particularly important at a time dian perceptions of the Olympic skat- tell me about an event or point of when young citizens need to see that a ing scandal, and on the global reception view? healthy democracy requires, in the words

A p r i l 2 0 0 3 137 of Singleton, “the expression of differing or Agence France Press, which provide Notes opinions and the examination of alterna- much of the international news for all of 1. Michael J. Berson, Barbara Cruz, James tive perspectives in the belief that the these newspapers. Finally, these news- Duplass, and J. Howard Johnston, Social Studies and the Internet (Upper Saddle River, truth is most likely to emerge following papers may encounter problems with N.J.: Prentice Hall, 2001), v. candid discussions of all dimensions of programs intended to control access to 2. Paulo Freire and Donaldo Macedo, Literacy: an issue.”22 the Internet. Although these sites gener- Reading the Word and the World (South ally do not contain obscene materials, it is Hadley, Mass.: Bergin and Garvey Publishers, 1987), 29. Moving Beyond the Limitations possible that violent or explicit content in 3. Jerome Bruner, Acts of Meaning (Cambridge, Global newspapers on the Internet have articles, online advertisements, or linked Mass.: Harvard University Press, 1990); great potential, but also have certain materials may trigger safety features in Jay Lemke, Textual Politics: Discourse and limits that, once recognized, can usu- computers. As always, pupils need to Social Dynamics (Bristol Penn.: Taylor and Francis Inc., 1995); and N. Nelson Spivey, ally be overcome. Although these par- be instructed in the safe and responsible The Constructivist Metaphor: Reading, Writ- ticular newspapers have all been selected use of the Internet, including preserv- ing and the Making of Meaning (New York: because they can be accessed without ing anonymity, detecting bias and com- Academic Press, 1997). paid subscription, readers may need mercial scams, and avoiding offensive 4. See the following NCSS themes: 24 1 CULTURE; 3 PEOPLE, PLACES, AND ENVI- to register and provide some level of websites. RONMENTS; 9 GLOBAL CONNECTIONS; and personal information. For some newspa- Yet these limits are outweighed by 0 CIVIC IDEALS AND PRACTICES. pers we reviewed, back issues were not the potential of using these materials in 5. See themed issues of Social Education, “Bits, accessible for free. In the event fees are the classroom. One of the great advan- Bytes, Bugs: Social Studies Education in the Digital Age,” 63, no. 3 (April 1999) and imposed for access, it may be necessary to tages of the online newspapers is the “Teaching Social Studies in the Information find other newspapers from a particular presentation of materials “beyond the Age,” 64, no. 3 (April 2000); Joseph A. Braun region or country. The impermanence headlines.” Most have separate sections and C. Frederick Risinger, eds., Surfing Social Studies: The Internet Book (Washington, of online newspapers is certainly one for culture, leisure, sports, and top- D.C.: NCSS, 1999); Peter Martorella, ed., of the factors that must shape the use ics other than political and economic Interactive Technologies and the Social Stud- of these materials for instructional pur- news, many offer access to background ies (Albany: State University of New York Press, 1997); John Cogan, David Grossman, poses. It may not work, for example, to materials that may be linked to contem- and Mei-Hui Lei, “Citizenship: Democratic assign specific articles as required texts, as porary events, several provide opportu- Imagination in a Global Context,” Social they may be removed from the website nities for readers to write letters or even Education 64, no. 1 (January/February 2000): 48-52; David Hicks, Josiah Tlou, John K. Lee, before the readings can be completed. respond to individual journalists, and a Lindsay Parry, and Peter Doolittle, “Global Structured assignments, such as those few provide thematic sections reporting Connections: Using the Internet to Support following the “WebQuest” model, may on particular issues over a sustained peri- Citizenship Education,” International Journal of Social Education 17, no. 1 (2002): 93-102; be useful in guiding pupils to find mate- od of time. Online materials related to the Warren C. Hope, “It’s Time to Transform rials, but exercises that need a “trail” of social studies have proliferated in recent Social Studies Teaching,” The Social Stud- linked websites may be difficult to man- years, and students and teachers today ies 87, no. 4 (1996): 149-151; Carol Klenow, 23 “Electronic Social Studies,” Instructor 102, no. age. In general, these websites have have unprecedented access to instruc- 3 (1992): 65-66; and Cameron White, “It’s been reliable, quick, and consistent, but tional websites. Often, however, these Not Just Another New Thing: Technology as online access can never be guaranteed, sites replicate, rather than transcend, a Transformative Innovation for Social Stud- ies Teacher Education,” Journal of Technol- given the dependency on local access readily available published materials, and ogy and Teacher Education 7, no. 1 (1999): providers at the place of posting and the many constrain, rather than encourage, 3-12. location of the reader. Educators should critical engagement with alternative per- 6. Henry J. Becker, “Internet Use by Teachers: keep in mind that the speed of the con- spectives. Global newspapers, by con- Conditions of Professional Use and Teacher Directed Student Use,” Teaching, Learn- nection will always determine the pace trast, offer teachers and students a kind ing and Computing: 1998 National Survey: of reading. of information otherwise difficult if not Report #1 (Irvine, Calif., and Minneapolis, The newspapers are also shaped impossible to access, expand the hori- Minn.: Center for Research on Information Technology and Organizations, University of by the nature of their intended read- zons of knowledge, introduce radically California at Irvine, and University of Min- ers. While all of the newspapers focus different perspectives, and encourage nesota, 1999), www.crito.uci.edu/TLC/findings/ on national and regional news, some critical thinking and life-long learning. Internet-Use/startpage.htm; Henry J. Becker, Jason Ravitz, and YanTien Wong, “Teacher of them, such as the Russian Moscow Rather than making any pretensions to and Teacher-Directed Student Use of Com- Times and the Czech Prague Post, are being simple, definitive, or comprehen- puters and Software,” Teaching, Learning, oriented particularly to either foreigners sive, these materials demonstrate that and Computing: 1998 National Survey: Report #3 (Irvine, Calif., and Minneapolis, living within the country or a “Western- the process of meaning-making is per- Minn.: Center for Research on Information ized” segment of the local population. petual, reciprocal, and absolutely critical Technology and Organizations, University The influence of the United States and to the development of a sense of global of California at Irvine, and University of Minnesota, 1999), www.crito.uci.edu/TLC/find- Western Europe can also be seen in the citizenship. G ings/ComputerUse/html/startpage.htm; and proliferation of news service reports, Susan Brooks, “Are You Leading the Way?” such as those of the Associated Press Technology and Learning Magazine 18, no. 2

Social Education 138 (1997): 30. the Press reveals that despite the events of Social Studies: A Critical Analysis,” in William 7. See Becker; Becker, Ravitz, and Wong; September 11, 2001, there has only “been a B. Stanely, ed., Critical Issues in Social Studies Michael J. Berson, Ilene Berson, and M. modest rise in the proportion of Americans Research for the 21st Century (Greenwich, Elizabeth Ralston, “Threshing Out the Myths who follow international news very closely Conn.: Information Age Publishing, 2001): and Facts of Internet Safety: A Response to from 14 percent to 21 percent.” The major- 209-229; Hicks, Tlou, Lee, Parry, and Doolittle; Separating Wheat From Chaff,” Social Educa- ity of this group is made up of “older, well Milton Kleg, “Technology and the Dark Side: tion 63, no. 3 (April 1999): 160-161; Larry educated Americans.” The survey reports that Hate Online,” in Martorella, ed., Interactive Cuban, Heather Kirkpatrick, and Craig Peck, the key reason for not following international Technologies and the Social Studies (1997): 71- “High Access and Low Use of Technologies news coverage is that people “lack the neces- 90; A. November, “The Web—Teaching Zack in High School Classrooms: Explaining an sary background to keep up with stories. . . . to Think,” High School Principal Magazine Apparent Paradox,” American Educational Education has a major effect on how people (September 1998), www.anovember.com. Insti- Research Journal 38, no. 4 (2001): 813-834; view international news. Those with no tutes such as Responsible Netizen in the Center Lee Ehman and Allen Glen, “Interactive more than a high school education are the for Advanced Technology at the University of Technology in the Social Studies,” in James P. most likely to mention a lack of background Oregon in the United States (responsiblenetizen Shaver, ed., Handbook of Research on Social as a bar to following international news (65 .org) and the Media Awareness Network in Studies Teaching and Learning (New York: percent). But half of college graduates (52 Canada (www.media-awareness.ca/eng) have Macmillan, 1991): 513-522; and Larry Cuban, percent) also cite this as a barrier.” The Pew begun to develop a strong literature base and “So Much High-Tech Money Invested, So Research Center for the People and the Press, supporting resources regarding Internet safety Little Use: How Come?” (Unpublished article, Public’s News Habits Little Changed by Sep- and the social and ethical uses of communica- December 2001), www.edtechnot.com. tember 11: Americans Lack Background to tion technologies. Follow International News (June, 2002), 8. Judy Harris, Virtual Architecture: Designing people-press.org/reports. and Directing Curriculum Based Telecom- David Hicks is an assistant professor puting (Eugene, Ore.: International Society 16. www.majbill.vt.edu/history/ewing/ of social studies education in the for Technology in Education, 1998). See Global_newspapers.htm. Newspapers can Department of Teaching and Learning at also Cuban’s similar questions: “What are be easily located through commercial web- Virginia Tech in Blacksburg, Virginia. sites, including regional news pages on the we after? How can technology help? What E. Thomas Ewing also teaches at Virginia do we have to change to make use of it?” Washington Post website and the following resource guides: dir.yahoo.com/ Tech, where he is an assistant professor in Judy Salpeter, “Taking Stock: What Does of history. the Research Say about Technology’s Impact News_and_Media/Newspapers and www. on Education? Interview with Larry Cuban,” onlinenewspapers.com. Search engines will Technology and Learning Magazine (June 15, also yield sites using keywords such as “news- 2000), n.p, www.techlearning.com. paper” followed by a country or region. 9. Larry Cuban, Oversold and Underused: 17. See assignment on www.majbill.vt.edu/ Computers in the Classroom (Cambridge, history/ewing/Newspaper_assignment2002.htm. Mass..: Harvard University Press, 2001), 197. 18. See examples in Gregory Levitt, “Global 10. Gary Cloke, Nola Ewing, and Dory Stevens, Issues,” in Braun and Risinger, eds., Surfing “Read All About It,” Teaching Children Social Studies (Washington, D.C.: NCSS), Mathematics 8, no. 7 (2002): 408-410; 81-92. Charles Elster and Trina Zych, “ ‘I Wish I 19. Claire Riley, “Evidential Understanding, Period, Could have Been There Dancing with You’: Knowledge and the Development of Literacy: Linking Diverse Communities Through A Practical Approach to ‘Layers of Inference’ Social Studies and Literature,” The Social for Key Stage 3,” Teaching History 97 (Novem- Studies 89 (January/February 1998): 25-29; ber 1999): 12. Mackie Rhodes, “Using Newspapers in the 20. Pupils could use the newspaper articles to Classroom,” Scholastic Instructor 111, no. ask these questions suggested by Jerome 7 (2002): 63-64; Steven Rose, “Using Cur- Bruner: “What would it be like to believe rent Events Media in the Classroom,” Social [this perspective]? What would I be commit- Studies and the Young Learner 14, no. 3 ting myself to if I believed that [perspective]?” (January/February 2002): 1-2; and William Jerome Bruner, Acts of Meaning (Cambridge, Ziegler and Arthur Wilt, “USA Today in the Mass. Harvard University Press, 1990): 26. Classroom,” High School Magazine 7, no. 2 (1999): 44-45. 21. Ira Shor and Paulo Freire, A Pedagogy for Liberation: Dialogues on Transforming 11. For U.S. President George Bush’s reference to Education (South Hadley, Mass.: Bergin and the doctrine “either you’re with us or against Garvey Publishers, 1987), 98-99. us,” see his speech on June 12, 2002 (www. whitehouse.gov). 22. Laura Singleton, “Following a Tragic Event. A Necessary Challenge for Social Educators,” 12. See NCSS themes 1 CULTURE and 9 Social Education 65, no. 7 (November/ GLOBAL CONNECTIONS. December 2001): 413. See also Renee Hobbs, 13. Ralph Dahrendorf, After 1989: Morals, “Media Literacy Skills: Interpreting Tragedy,” Revolution and Civil Society (New York: St. Social Education 65, no. 7 (2001): 406-441. Martin’s Press, 1997), 29. 23. See the WebQuest homepage: webquest.sdsu. 14. Speech for International Education Week, edu. November 13, 2001 (www.whitehouse.gov). 24. Berson, Berson, and Ralston; Michael J. Berson, 15. A recently released survey (June 9, 2002) by John K. Lee, and Daniel W. Stuckart, “Promise The Pew Research Center for the People and and Practice of Computer Technologies in the

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