Teaching About September 11

PAGE 2 OF 2

>I am not saying that these subjects should not be discussed; only that
>these ideas will be better heard when our minds are not clouded with grief,
>terror, and confusion.
>
I disagree....
the TV media cover  has been 24/7 since the first plane hit and it for
sure is "discussing" these subjects by preying on people's shock and
grief and whipping us into a patriotic frenzy that there must be
retaliation. In my fear od "not discussing it" -- especially when those
of us who have thoughtful and challenging opinions may be dismissed as
"unpatriotic" -- need to start having these conversations NOW. It's hard
and painful and we're all in shock and greiving on some level but it
can't keep us from moving forward. Our humannes wants us to survive this
and discussing these subjects will help us.

Mev

++++++++++++++++++++++++++++++++++++++++++++++
Women's Presses Library Project
..keeping women's words in circulation
Mev Miller, Project Coordinator
1483 Laurel Ave.
St. Paul, MN 55104-6737

651-646-0097
651-646-1153 /fax

wplp  @  winternet.com

Tuesday's disaster unfolded as I was teaching two sections of English
composition to international students. We were revising drafts of encomia
in praise of...and I suggested that some day soon someone might be writing
an encomium in praise of the perpetrators. This is already happening,
because we live in a fragmented world where values are constantly
shifting. So yesterday we began class with an opportunity for each student
to comment on the tragedy, to which they have no personal attachment.
What was interesting was how often they slipped into "we"--the sense of
inclusion at this moment of loss; several have roommates whose family was
impacted and many had relatives and friends who contacted them hoping they
were well.
However, because they have an international perspective, they also
cautioned against reacting quickly in a military manner before all the
facts are gathered, and against learning the wrong lessons.  For example,
several noted that US arrogance, for example in unilaterally
abrogating the Kyoto protocol, and treating poor nations as chattel, needs
to be rethought. When, next, I had them freewrite their vision for the
world after Sept. 11, they often noted that it is time for everyone to
realize that we live in a small world in which nations are intertwined
economically and otherwise, and having one superpower or any is no longer
acceptable; they wished for a more equitable share of resources.
The rhetoric from the White House, such as it is, is frighteningly fascist
and hopefully cooler heads will prevail as the weeks go
on. "Whipping" terrorism without understanding its roots will simply
unleash more of the same.

Liora Moriel
Comparative Literature Program
2107 Susquehanna Hall
University of Maryland
College Park, MD 20742-8825
"We had come together like elements erupting into an electric storm,
exchanging energy, sharing charge, brief and drenching.  Then we parted,
passed, reformed, reshaping ourselves the better for the exchange
.. her imprint remains upon my life with the resonance and power of
an emotional tattoo." -- Audre Lorde

>>when one student said "but what president would dare
>>to go up against the multinationals to change the way
>>we deal with third world nations?" it presented a
>>golden opportunity to inform them that jfk was
>>actually pursuing this path--and indeed this may be
>>one of the precipitating factors to his
>>assassination...

I'd appreciate receiving references to the data behind this
assertion....Thanks.  (But I do realize that this is a departure from the
purpose of the list, so please send any such references privately to me
<roboler  @  ursinus.edu>

  -- Gina

COVER STORY: International
Leaders Comment on Terrorist Attack Against U.S.
Combined reports WEnews Staff

Leaders of international women's rights organizations have stressed that
women's participation in all levels of public policy decisions minimizes
violence and enhances the likelihood of peace. This is what they had to say
Wednesday.

http://www.womensenews.org/article.cfm?aid=652

FEATURE: In the States
New York's Female Leaders Express Sorrow, Hope
By Cynthia Cooper - WEnews correspondent

The city's first woman firefighter still working to save lives, the African
American Manhattan borough president, the state's U.S. senator with
worldwide name recognition are united in expressing not only sadness but
determination to rebuild.

http://www.womensenews.org/article.cfm?aid=653

FEATURE: International
Special U.N. Report Details Racial, Gender Bias
By Mary Robinson - Commissioner for human rights

As much of the world focused on the debates in South Africa over the role
of racism, a special 18-page report describes the effects of multiple
discrimination.

http://www.womensenews.org/article.cfm?aid=648


****************************************************************
Judith Lorber, Ph.D.            Ph/Fax -- 212-689-2155
319 East 24 Street Apt
27E      judith.lorber  @  verizon.net
New York, NY 10010

"If [people] define situations as real, they are real in their consequences."
W.I. Thomas and Dorothy Swaine Thomas (1927. The Child in America. New
York: Knopf, p.27)
****************************************************************

as many of the same discussions are happening on the african-american
academic networks, i shared my "chickens coming home to roost" response
with them as well.  i received the following from a listmember at
northern kentucky univ, and it seemed appropriate to add to the timely
experiential lore on wmst-l:

>Like Debbie, I have also had the same response with my students at
Northern
Kentucky University.  I have about 45 students in each class and their
professors did not spend any time on the subject either.

Many of my students varied on their opinions of what happened and what
should be done.  Teaching an Introduction to Race and Gender and
Introduction to Afro-American Studies, this incident helped to resolve
some of the issues we had in class surrounding race and ethnicity in the
United States.  Now, they do see the importance of us all being
Americans and this, though tragic, has brought many people together.
They have shown a different level of respect to one another also.  It is
sad that it takes such a tragedy to get people to wake up and really see
what is important it life, but it is good that we are able to do so.

Many of my older students made mention of all the dirty little things
our government has done in other countries.  So there is also the
understanding that the chickens may indeed come home to roost.

-------

i think the main clues here are that the effectiveness of the discussion
re u.s. culpability in setting the stage for this horror depends on HOW
we introduce and treat the subject--in my own case, by treating it as
"relevant information" and in alsace's (above) in letting it come from
the students themselves if possible, and then guiding it in a productive
way...

we know that people are more open/responsive to change in times of
crisis--let's make sure that some of the change that evolves from this
one is for the better, as we know that enough of it (as the
power-brokers have a field day!) will be for the worse...

debbie <louis  @  umbc.edu>

i've had seven private queries for the url for the council on
palestinian restitution and reparations, so i thought perhaps it should
get posted to the list:

http://www.rightofreturn.org/home.shtml

they are a coalition of almost 300 organizations internationally, very
credible...

debbie <louis  @  umbc.edu

Bin Laden is also angry at his home country, Saudi Arabia, as well as
harboring grudges against other Arab countries. Not that I would wish what
happened to us on anyone else, but as you see, he isn't blowing up Saudi
Arabians. There was a piece on TV with the CEO of Cantor/Fitzgerald (I
think) who lost 700 of his 1000 employees. He couldn't stop crying when he
was talking. My heart just broke.

I maintain--and I will not be convinced otherwise--that to pursue this line
of discussion in classes when everyone's feelings are so raw
is inappropriate.

Rosie

"I maintain--and I will not be convinced otherwise--that to pursue this line
 of discussion in classes when everyone's feelings are so raw
 is inappropriate."

I believe that now is the time to begin discussing Tuesday's horror, if for no
other reason than the fact that most of our (OK, at least MY students) do hot
have an historical, social, and political context into which to place these
events.  What they are getting right now while their "feelings are so raw" is
the overwrought, patriotic, "good versus evil" rhetoric that can be found
everywhere one turns.  This rhetoric, which they cannot escape, can only whip
these raw feelings into a frenzy, and this is what I fear more than anything
else.  Most of my students were geniunely shocked to learn that the United
States is not universally loved, admired, and respected, and that not everyone
wants to "be us."  As teachers, it is our responsibility to step in where other
teachers (or rather the educational system itself) have apparently failed and
help these kids understand how this could have happened, BEFORE they fall prey
to things far worse than touching a raw nerve or two.  I am also concerned that
we not allow another generation of kids to grow up so completely ignorant of
history and politics.

Who knows how long it will take for feelings to become less raw?  I suspect
that, if my own emotional reaction is any indication, it will be a long time
a-coming.  Can we really afford to wait, to let our students deal with this one
their own in their current state of bliss-less ignorance?  I think not.


Denesha Alexander
English Department
University of Oklahoma

I would never say that we should not discuss anything in class, but I'm just
not certain that this is the time. The students in our race, class, gender
course were so upset: quiet, angry, worried about the state of the souls of
the dead, whether they were right with God, etc., that my liberal political
agenda and intellectual-superiority-gig simply evaporated.

I am a lifelong Republican basher and proud to say it (way too often,
according to my best friend).  I even went to Canada with the draft dodgers
where I stayed for over 25 years.

 My credentials as a dissenting American are long, but right now, it seems
fitting to let the dead be found (if possible) and buried.

America can't hear you now: "Rachel is weeping for her children.  She
cannot/will not be comforted." And she cannot see their faults.

 Let's not feed into Falwell just now.  It will only rebound on us.

Besides, I looked into Bush II's face today at that service in the cathedral
and I saw a scared little average man who cannot even hope to process it
all.  He is no Washington.  He is no Lincoln.  He is no Kennedy or even
Clinton.  The truth is, he is not even Bush I.  He is surrounded by
dinosauric cold warriors who did not "get it" the first time either.

And today, for the very first time, as I looked into his face and watched
how protective his wife appeared, I was SCARED.

viki

Dr. A.V. (Viki) Soady
Director of Women's Studies/Professor of Modern and Classical Languages
Valdosta State University
Valdosta, Georgia 31698
FAX: 912-293-6300
912-249-4842
á
Amor vincit omnia, nos cedamus amori.
Vergil
http://www.valdosta.edu/women/conf2001/

>I maintain--and I will not be convinced otherwise--that to pursue this line
>of discussion in classes when everyone's feelings are so raw
>is inappropriate.

i do not intend to change your mind but suggest that perhaps we should go
by what our students need....
My partner was in front of a class of students today who desperately
wanted to talk about it and their other professors wouldn't let them. I
think grieiving people have different needs. Some need to shut down,
others need to talk.  and we should try our best to respond in whatever
ways make the most sense, especially those of us interested in
participatory classrooms or ones in which we support critical thinking
--which in my opinion includes acknowledgement and understanding of how
one is feeling. and we need to acknowledge our own needs as well and find
the support systems that will take care of us too. and remember kindness
and gentleness.
Mev

++++++++++++++++++++++++++++++++++++++++++++++
Women's Presses Library Project
..keeping women's words in circulation
Mev Miller, Project Coordinator
1483 Laurel Ave.
St. Paul, MN 55104-6737

651-646-0097
651-646-1153 /fax

wplp  @  winternet.com

I just got this on another list and thought it might be of interest

ANTI-ARAB AND ANTI-MUSLIM HARASSMENT

Advice to Educators from the American-Arab Anti-Discrimination Committee

Like millions of their fellow citizens, Arab Americans and Muslims stood
around the TV, watching in horror and disbelief as one attack after another
took place against the World Trade Center and the Pentagon. Unlike other
Americans, however, many quickly found themselves the object of suspicion
and hostility.

Arab American and Muslim organizations issued immediate condemnations of the
attacks, but just as in the Gulf War, the Oklahoma City bombing, and other
moments of crisis, the Arab and Muslim communities  are being targeted by a
wave of hostility and harassment.   Two Arab-American groceries in the
Philadelphia area were looted.  A store owner in Westchester, New York, was
assaulted with pepper spray.  Two young Muslim women were beaten in
Illinois.  Arab American organizations are receiving hate mail and hate
calls.

Similarly, during the Gulf war, in the aftermath of the Oklahoma City
bombing, and other moments of crisis, Arab Americans and Muslims experienced
waves of hate crimes, physical assaults, bombings, death threats, and
harassment.

At the same time, many organizations and institutions statements of support
and calls to avoid anti-Arab harassment.  In Detroit and

Dearborn, the cities with the largest Arab-American populations,
Arab-American and Muslim leaders condemned yesterday's attacks and the
mayors of the two cities appealed to the public to avoid ethic scapegoating.

We are sure to discover that Arab-Americans and Muslims working in the World
Trade Center were among the victims.  In TV news reports, we saw women in
traditional Muslim dress among the dust-covered survivors fleeing the
devastation.  Arab students in California report that family members and
friends in New York are among the missing.

Support for Students

Arab-American and Muslim students may be experiencing anxiety and confusion
over the attacks, fearful of the danger of personal

harassment, and suffering from a sense of shame or stigma from being
identified with the suspected perpetrators of the attacks.  During the Gulf
War, many Arab-American students felt intimidated and silenced. Some felt
that they had to keep their ethnicity a secret and let anti-Arab remarks go
unchallenged.  Some wanted to change their names.

Non-Arab students may be feeling a sense of vulnerability, righteous
indignation, anger or hostility which is seeking any available target.

Educators should take steps to address these potential problems:

1) Public Statements: It will be very helpful for school officials,
university presidents and deans, student government leaders, religious

leaders and others to issue public statements that innocent people should
not be blamed for the acts of others.  Let those who are upset and angry
know that anti-Arab and anti-Muslim assaults, harassment, insults, and hate
speech will not be tolerated.  This could take the form of statements to the
mass media, addresses to school or university assemblies, community forums,
and articles in campus newspapers.

2) Educational Forums: Schools and universities can set up forums and
discussion groups to discuss the attacks, give students a chance to express
their views, and make clear what are inappropriate ways to respond.  The
impulse to retaliate can be an instinctive demand for justice, but justice
can never be served by blindly striking out in ways which victimize innocent
people.  Reaffirm the inherent value of all human life.

It is important to invite members of the Arab-American and Muslim
communities to speak to students.  The most effect way to counteract hostile
stereotypes is through coming in personal contact with other communities.
Invite speakers and show videos on the Arab world and Islam.  Remind
students that the Arab world is an entire civilization with a rich and
sophisticated cultural heritage.  It is not merely a place of political
conflict and violence.  ADC can assist in providing speakers and films.

3) Counseling: Schools and universities should make counseling available to
all students who may wish to discuss their more personal and private
concerns.

Arab-American students can be referred to the American-Arab
Anti-Discrimination Committee (ADC) for information, consultation, and

support.  (ADC, 4201 Connecticut Ave. NW, Suite 300, Washington, DC 20008;
202-244-2990; adc  @  adc.org; www.adc.org)

I've been very interested in the exchange about whether it is OK to speak
with our students right now, in the immediate aftermath of this tragedy,
about its roots in US imperialism and terror.  I've tried to "walk the
line" as best I could this past week with my own students, with what I
would consider limited success.  I received this forward this morning of
an essay by Kathleen Barry, which--although it doesn't address the issue
of speaking with students per se--offers what I think might be a way of
raising these issues with students (and others, for that matter) which
doesn't smack so much of the "chickens coming home to roost" or of the
message that "we deserve this".  Instead it draws on their capacity for
empathy and human response, and tries to direct that in a broader context.

Rebecca Whisnant
rsw  @  email.unc.edu

---------- Forwarded message ----------

To: Recipient List Suppressed:  ;

To say that we are one in spirit, interconnected in being means right
now that we are one with the victims of the Tuesday attack, one with
the grieving families. Moreover, if there is a lesson for us as
Americans to be learned from this attack it is that we must be one
with those who are the victims of US bombing and US sponsored attacks
on human life throughout the world.

We are now given a special opportunity to transform the raw grief we
feel, our own vulnerability being under attack within our own
country, our own fears, our sense of terror that there may be other
strikes - we don't know where, we don't know when. For we are
experiencing the very grief, the same fear, the unknown terror that
is the daily life experience of everyday people in Palestine, in
Iraq, whose terror is supported by the US, in Northern Ireland and in
Israel, and other places where bombing and shooting are everyday
events. We now have the opportunity to exit from American isolation
and from our own pain and in our own grief to identify with those
victims, those families who suffer from loss, repeatedly at US hands,
from other male dominated aggressors.

When we look at the lines of people with photographs of loved ones
held to their hearts, looking and waiting for word, hoping for life,
we can immediately be reminded of the mothers of the "disappeared"
who carried those pictures for years, in Argentina and in Chile after
the bloody US sponsored coup that set up the vicious dictator,
Pinochet, or in Guatemala, in East Timor and many other countries.

And when we take this next step in our grief, from our own fears and
pain, we will become intolerant of any act of terror, state sponsored
or paramilitaries, or individual. When we are intolerant of terror we
will have to call upon our government as we did during the war in
Vietnam to cease and desist - not only its plans for revenge attacks,
but its own state sponsored terror. Only then will we begin to heal,
for we can only heal together as one.

This is the lesson I have learned from this weeks attack. I send it
on to you in the hope that it makes sense, as I look for any evidence
of like-minded consciousness from which we can begin, once again, to
make change. Please share this as you see fit.

Love and peace,

Kathleen Barry
Santa Rosa, California
September 14, 2001

My students, too, wanted to talk about this week's events.  And that *is*
what they wanted, not to hear their professors' opinions or analyses, let
alone their proselytizing.  There's a big difference between letting them
talk and making them listen  (I know a few students who've been very upset
by the "interpretations" their professors laid on them).

I agree with Rosie and Vicki that this is no time to instruct  these
students on how to understand these events (about which reasonable people
can certainly differ),  and I've been kind of shocked at how ready all sides
(Falwell etc., on the one hand, and some feminists on this list, on the
other) have been to use these tragic events to score points.  I don't think
students are *more* confused than anyone else about these events, nor do I
think there is one correct view that clarifies everything.   Working out
their understanding of what's happened is what they, like all the rest of
us, will have to do.

I'd also like to add that in addition to the quite understandable bellicose
talk, there is also, on all the media, a great deal of other kinds of talk -
a real caution about stereotyping and blaming, a constant bending over
backwards to try to be fair and careful (at least that's what I've seen a
lot of on TV news broadcasts and commentaries), a keen sense that the
American response shouldn't harm innocent people, etc.

Watching this I had the impression not that we were in "fascist" territory
(as someone so unwisely and inaccurately put it, on this list), but rather
that things have changed in this country in profound ways over the past few
decades -- for the better.  Among other things, the real meaning of
America's commitment to free speech has become apparent, with many people
feeling entirely comfortable blaming the US  for what's happened.  A
professor at my university wrote a column in Wednesday's campus paper
denouncing Bush, his "stolen" election, and his indifference to Palestinian
claims as the cause of the attacks.  I have no idea how his students felt
about seeing this professor  in the classroom for the rest of the week, but
no one attempted to shut him up.

DP
---------------------------------
daphne.patai  @  spanport.umass.edu

I have not been in a classroom for some time now, but I would like to say
that I am glad to hear that at least some professors are trying to put these
events in historical context and are questioning the militarism that seems to
have overtaken this country. To my mind, the militaristic rhetoric and
jingoism are even more frightening than the terrorist attacks themselves.

The night before the attacks I happened to have watched the movie, "Thirteen
Days," which is about the Cuban missle crisis. I lived through that crisis as
a 14 year-old and have vivid recollections of feelings of panic and
helplessness. While I was watching the movie, one thought was continually on
my mind--what would have happened had George W. Bush (or someone like him)
been President then? We came within a hair's breadth of entering into nuclear
war. The Generals were all ready to blast Cuba to smithereens regardless of
the consequences of what would be the most likely Soviet response. Whatever
else one might think of JFK, we have to acknowledge our debt to him for
standing up to the Generals, as none of us would be likely to even exist at
this point.

Today we have a President who not only does not have that kind of backbone
but shares the Generals' mindset. This is the larger terror for me.

I volunteer extensively at Planned Parenthood, and I was appalled to here
some of the staff express the the sentiment that we should "turn Afghanistan
into a parking lot for Euro-Disney." I was so shocked I could not respond.
People who work at Planned Parenthood are generally very opposed to violence
as a resolution to conflict. I felt extremely isolated at that point.
Fortunately I have since had private conversations with co-workers who also
expressed dissent against the war rhetoric.

It gives me some comfort that there are teachers out there who are trying to
help their students think beyond hatred and revenge and knee-jerk calls for
war. Surely there are also students who find the rhetoric of war distressing
but are afraid to speak up for fear they will be attacked and harassed by
their fellow students. They need to be able to hear people in positions of
power raising the same questions that are in their own hearts and minds. They
need the contextual information in order to effectively express their
concerns and to stand up for their beliefs.

Georgia NeSmith
Rochester, NY
gnesmith  @  aol.com

At 12:52 AM 9/16/2001 -0400, Rosa Maria Pegueros wrote:
>My
>students were confused, scared, angry; telling them that the U.S. brought
>this on itself-- while it is partially true (though not the sole reason
>that Bin Laden is determined to destroy the U.S.)--will fall on
>shell-shocked ears.

Not only on the timing, but we all need some time to react not out of our
shock. Shock comes in many forms: finding a way to attribute blame or
responsibility is a natural early reaction.  We may find ourselves
regretting quick explanations, which are all likely to be simplistic.

I agree that the U.S. has played a role in creating the conditions where
terrorism festers.  But it's complicated, and to seem to excuse the
terrorism especially at the height of shock and grief could mean people's
minds close to that possibility.

A friend had an apt simile: blaming Americans or America right now will
seem much like blaming a battered woman for provoking her batterer.  First,
treat the wounds, make sure she's safe, and condemn violence.

NOW LEgal Defense and Education Fund sponsors Women's Enews and has some good
 stories regarding the horrific attack.  Go to
 http://www.womensenews.org/index.cfm

Diane L. Fowlkes
sophieatsgii  @  aol.com

FYI, I have set up a page with links to info on the terrorist attacks
of Sept 11 and their aftermath, preparations for war, etc.  Please
feel free to visit and add links that I am missing.  It's set up with
a Yahoo-style directory, including subcategories, as well as a search
engine.  I'm hoping that the site will be of use to college
professors, activists, and others who are trying to assimilate the
recent events.

http://www.u.arizona.edu/ic/humanities/september11/pages/

Kali Tal
kali  @  kalital.com

Hello,

The following article appeared on today's Salon.com website.  It details one
story, in particular, of a woman who is part of the Revolutionary
Association of the Women of Afghanistan, women who are risking their lives
to subvert the Taliban.  The article also mentions CNN's "Behind the Veil"
documentary, which has been recently discussed on the list.  I am sending
the URL for interested parties to print the article and possibly use in your
courses.

http://www.salon.com/mwt/feature/2001/10/02/fatima/index.html


Jennifer L. Rexroat
Doctoral Candidate and Instructor
Gender and Women's Studies Concentration
Department of Political Science
University of Illinois at Chicago
1007 West Harrison Street (MC 276)
Chicago, IL 60607-7137
Phone:  (773) 381-5388
Fax:  (773) 381-5399
E-mail:  jrexro1  @  uic.edu
Web:  www.uic.edu/~jrexro1

This article appeared on today's Salon.com, and it presents some interesting
field research conducted with women and men living in Afghanistan, with a
particular focus on women's rights.  You may wish to use it in your classes.

"Optional Burqas and Mandatory Malnutrition" by Janelle Brown

http://www.salon.com/mwt/feature/2001/10/19/amowitz/index.html


Jennifer L. Rexroat
Doctoral Candidate and Instructor
Gender and Women's Studies Concentration
Department of Political Science
University of Illinois at Chicago
1007 West Harrison Street (MC 276)
Chicago, IL 60607-7137
Phone:  (773) 381-5388
Fax:  (773) 381-5399
E-mail:  jrexro1  @  uic.edu
Web:  www.uic.edu/~jrexro1

PLEASE DO NOT REPLY/CONTACT LORBER ON THIS -- CONTACT email:
muji  @  copycentral.com

 >PLEASE CIRCULATE WIDELY
 >
 >We are pleased to announce that an anthology titled "September 11:
 >Contexts and Consequences," edited by Misha Klein and Adrian
 >McIntyre of the Department of Anthropology at UC Berkeley, is ready
 >and available for purchase at CopyCentral, 2560 Bancroft Way
 >(between College and Telegraph), tel. 510-848-8649, email:
 >muji  @  copycentral.com.
 >
 >The cost of this 600-page reader is $41.68 + tax.  (The editors are
 >not making any money on this venture.) Within the next week, copies
 >of the anthology will also be available on reserve in libraries
 >around the Bay Area, including UC Berkeley, the Berkeley Public
 >Libraries, and other colleges and universities.  The goal of this
 >anthology is not to answer all the questions provoked by the 9/11
 >attacks or their aftermath, but instead to provide a collection of
 >resources to promote critical thinking and informed debate.
 >
 >With hopes for a just resolution to the ongoing violence,
 >
 >Misha Klein and Adrian McIntyre
 >
 >*************
 >Table of Contents:
 >
 >Section I:  Geographical, Historical, and Cultural Background
 >
 >* Map of the Middle East and Central Asia: Political Boundaries, 1990.
 >* Ian Manners and Barbara Parmenter, "The Middle East: A
 >Geographical Essay," 2000.
 >* Gail Bensinger, "Muslims, Arabs and misconceptions," 2001.
 >* San Francisco Chronicle, "Zones of Conflict: Central Asia and the
 >Middle East at a Glance," 2001.
 >* Excerpt from The Cambridge Encyclopedia of the Middle East and
 >North Africa, 1998.
 >* Rosanne Klass, "The Great Game Revisited," 1987.
 >* Fredrik Barth, "Cultural Wellsprings of Resistance in Afghanistan," 1987.
 >* Ashraf Ghani, "Gulab: An Afghan Schoolteacher," 1993.
 >* Ahmed Rashid, "High on Heroin: Drugs and the Taliban Economy," 2000.
 >* Ahmed Rashid, "Dictators and Oil Barons: The Taliban and Central
 >Asia, Russia, Turkey and Israel," 2000.
 >* Elizabeth Fernea, "Islamic Civilization, A.D. 650-1600," 1996.
 >* John Williams, "The Word of God:  The Qur'an," 1994.
 >* Mohammed Arkoun, selections from Rethinking Islam: Common
 >Questions, Uncommon Answers, 1994.
 >* Laura Nader, "Orientalism, Occidentalism and the Control of Women," 1989.
 >* Elizabeth Fernea and Robert Fernea, "Behind the Veil," 1986.
 >* Talal Asad, "The Idea of an Anthropology of Islam," 1986.
 >* Joel Beinin and Joe Stork, "On the Modernity, Historical
 >Specificity, and International Context of Political Islam," 1997.
 >* Lisa Hajjar, Mouin Rabbani and Joel Beinin, "Palestine and the
 >Arab-Israeli Conflict for Beginners," 1989.
 >* Russell Schoch, "A Conversation with Beshara Doumani," 2001.
 >* Edward Said, "The Formation of American Public Opinion on the
 >Question of Palestine," 1982.
 >* Dwight Reynolds, "Language, Translation, Culture, Conflict," 1991.
 >* Edward Said, "Ignorant Armies Clash by Night," 1991.
 >* Thomas Nagy, "The Secret Behind the Sanctions: How the U.S.
 >Intentionally Destroyed Iraq's Water Supply," 2001.
 >* Marie-AimTe HTlie-Lucas, "The Original Sin and Internationalism, 1995.
 >* Noam Chomsky, "Rogue States," 2000.
 >* Pierre Bourdieu, "Abuse of Power by the Advocates of Reason," 1995.
 >* Michael Sells, "Resource List for the General Reader, Student, and
 >non-Specialist:  Islamic Cultural and Civilization and the Sept. 11
 >Tragedy," 2001.
 >* Mikhail Gorbachev, "Open Letter to George W. Bush," 2000.
 >
 >
 >Section II:  Terrorism
 >
 >* Pablo Neruda, "Keeping Quiet."
 >* David Whittaker, "Definition of Terrorism" and "Counter-terrorism:
 >Ethical and Legal Considerations," 2001.
 >* Mark LeVine, "10 Things to Know About Terrorism," 2001.
 >* Chalmers Johnson, "Terrorism," 1982.
 >* Edward Said, "The Essential Terrorist," 1988.
 >* Ali Abunimah, "Terrorism's Real Locale," 2000.
 >* Gore Vidal, "The Meaning of Timothy McVeigh," 2001.
 >* William Beeman, "Terrorism: Community Based or State Supported?," 1986.
 >* World Islamic Front, "Jihad Against Jews and Crusaders," 1998.
 >* Bernard Lewis, "License to Kill," 1998.
 >* John Miller, "Interview with Osama bin Laden," 1998.
 >* Mary Anne Weaver, "The Real bin Laden," 2000.
 >* Reuel Marc Gerecht, "The Counterterrorist Myth," 2001.
 >
 >
 >Section III:  War and Violence
 >
 >* Edna St. Vincent Millay, "Apostrophe to Man," 1934.
 >* David Riches, "The Phenomenon of Violence," 1986.
 >* Hannah Arendt, excerpt from On Violence, 1969.
 >* Carole Nagengast, "Violence, Terror, and the Crisis of the State," 1994.
 >* Jane Margold, "From 'Cultures of Fear and Terror' to the
 >Normalization of Violence: An Ethnographic Case," 1999.
 >* Arthur Kleinman, "The Violences of Everyday Life: The Multiple
 >Forms and Dynamics of Social Violence," 2000.
 >* Hannah Arendt, Preface to The Origins of Totalitarianism, 1st ed., 1951.
 >* Ghaus Ansari, "The Role of Anthropology in the World Crises," 1975.
 >* Margaret Mead, "Warfare is Only an Invention - Not a Biological
 >Necessity," 1940.
 >* Robert Park, "The Social Function of War," 1941.
 >* Sigmund Freud, "Why War?" 1932.
 >* Stasa Zajovic, "Birth, Nationalism and War," 1995.
 >* Reuven Firestone, "Islam and Holy War," 1999.
 >* Hamid Algar, "The Problem of Retaliation in Modern Warfare from
 >the Point of View of Fiqh."
 >* Harumi Befu, "Demonizing the 'Other'," 1999.
 >* Yaacov Schul and Henri Zukier, "Why Do Stereotypes Stick?" 1999.
 >* George Lakoff, "Metaphor and War: The Metaphor System Used to
 >Justify War in the Gulf," 1991.
 >* Kurt Vonnegut, excerpt from Slaughterhouse Five, 1966.
 >* W. H. Auden, "September 1, 1939."
 >* Edna St. Vincent Millay, "Conscientious Objector," 1934.
 >
 >
 >Section IV:  Post-9/11 Commentaries
 >
 >* Paul Dosh, "September 11" and "No Such Thing as a Precision Bomb."
 >* William Beeman, "Why Are We So Hated? Looking Beyond Osama Bin Laden."
 >* Noam Chomsky, "On the Bombings."
 >* Tamim Ansary, "Bomb Afghanistan to Stone Age? It's Been Done."
 >* Chris Toensing, "The Harm Done to Innocents."
 >* George Lakoff, "September 11, 2001."
 >* Robert Fisk, "Bush is Walking into a Trap."
 >* Fritz Utzeri, "Those Who Raise Wolves..."
 >* George Monbiot, "The Need for Dissent."
 >* Robin Morgan, "Ghosts and Echoes."
 >* Ariel Dorfman, "America Looks at Itself Through Humanity's Mirror."
 >* Jacob Levich, "Happy New Year: It's 1984."
 >* Susan Sontag, essay from The New Yorker.
 >* David Talbot, "The 'Traitor' Fires Back."
 >* Tariq Ali, "The Kingdom of Corruption: The Saudi Connection."
 >* Edward Said, "Collective Passion."
 >* Edward Said, "Backlash and Backtrack."
 >* Ashraf Ghani, "The Folly of Quick Action in Afghanistan."
 >* Barbara Kingsolver, "Jingoism Isn't Patriotism."
 >* Arundhati Roy, "The Algebra of Infinite Justice."
 >* Barbara Lee, "Why I Voted Against War."
 >* Robert Fisk, "Lost in the Rhetorical Fog of War."
 >* William Beeman, "Why U.S. Anti-Terrorist Message Won't Fly in
 >Islamic World."
 >* Chalmers Johnson, "Blowback."
 >* Tariq Ali, "The Eichmann Scenario: An Alternative to War."
 >* John Pilger, "Hidden Agenda Behind War on Terror."
 >* Suheir Hammad, "First Writing Since."

PLEASE DO NOT CONTACT LORBER ABOUT THIS

ON-LINE PSYCH JOURNAL EXAMINES CAUSE AND EFFECTS OF SEPTEMBER 11
TERRORIST ATTACKS

What is terrorism? Does moral conviction have a dark side? What are the
consequences of the terrorist attacks for beliefs about civil liberties,
bias against others, attitudes about immigration, and other aspects of
intergroup conflict?

These are some of the questions discussed in "Terrorism and Its
Consequences," a special feature in ASAP (Analyses of Social Issues and
Public Policy). ASAP is an on-line journal published by Blackwell for the
Society for the Psychological Study of Social Issues (SPSSI), an affiliate
of the American Psychological Association.

The feature is now posted on ASAP s web site. The web site is
<http://www.asap-spssi.org>www.asap-spssi.org . The access password is
spssi911 and the special feature is Volume 2, Issue 1, 2002.

The feature consists of an Introduction and 15 articles on subjects related
to the September 11 attacks, their antecedents, and aftermath. The articles
were written by 19 social scientists from the United States, Canada,
Australia, and Israel.

According to Rhoda Unger, editor of ASAP and a resident scholar at the
Women s Studies Research Center at Brandeis University, the feature was
conceived "as a means of providing some understanding of the September 11
events - to offer some of the ideas and research of psychologists and
related social scientists who are experts in issues related to terrorism
and its consequences." The project was initiated a few days after the
attacks, and papers were solicited, reviewed and edited in what Unger calls
"blazing speed compared to the usual pace of academic publishing."

For more information, please contact:

Rhoda Unger or        Victoria Esses

781 736 8104           519 661-2111 Ext. 84650

unger  @  brandeis.edu   vesses  @  uwo.ca

asap  @  spssi.org

--------

ASAP Special Feature: Terrorism and its Consequences

Table of Contents:

Introduction

Rhoda Unger, Brandeis University

In the wake of terrorist attack hatred may breed fear

Jennifer Freyd, University of Oregon

The definition of terrorism

Charles Ruby, Lieutenant Colonel US Air Force (ret.) The Pinnacle Center
for Mental Health and Human Relations, Waldorf, Maryland

Are terrorists mentally deranged?

Charles Ruby (See above)

Reflections on September 11th: Lessons from four psychological perspectives

Kevin Lanning, Florida Atlantic University

The "dark side" of moral conviction

Linda Skitka & Elisabeth Mullen, University of Illinois At Chicago

Them and us: Hidden ideologies differences in degree or kind?

Rhoda Unger, Brandeis University

Understanding collective hatred

Niza Yanay, Ben Gurion University of the Negev

A time to hate: Situational antecedents of intergroup bias

Phyllis Gerstenfeld, University of California, Stanislaus

Public attitudes toward immigration in the United States and Canada in
response to the September 11, 2001 "Attack on America"

Victoria Esses, University of Western Ontario, John Dovidio, Colgate
University, & Gordon Hodson, University of Western Ontario

Understanding the September 11th terrorist attack on America: The role of
intergroup theories of normative influence

Winnifred Louis, University of Queensland, & Donald Taylor, McGill University

Evil and the instigation of collective violence

David Mandel, University of Victoria

Responding to September 11th: A conflict resolution scholar/practitioner
perspective

Eben Weitzman & Darren Kew, University of Massachusetts- Boston

Applied social and community interventions for crisis in times of national
and international conflict

Bradley Olson, DePaul University

Building intergroup relations after September 11

Kien Lee, Association for the Study and Development of Community

Facilitating difficult discussions: Processing the September 11th attacks
in undergraduate classrooms

Jennifer Taylor, Humboldt State University



***************************************************************
Judith Lorber, Ph.D.            Ph/Fax -- 212-689-2155
319 East 24 Street              judith.lorber  @  verizon.net
Apt 27E
New York, NY 10010

"Unless the past and future were made part of the present by memory
and intention, there was, in human terms, no road, nowhere to go."
Ursula LeGuin, The Dispossessed
****************************************************************