Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: It is well known that during crises the public depends almost entirely on the media for vital information, for interpretation of events, and for emotional support. In American politics the normal political dissension is often suspended when international or domestic crises take place (e.g., sudden death or terror, assassination of well-known leaders). Mass media take a far less critical stance toward government policies and largely serve as patriots when solidarity building is important. The horrific terrorist attacks of September 11, 2001 on the World Trade Center in New York and the Pentagon in Washington, D.C., set off a world upside down with repercussions we cannot foresee. Since then, terrorism has become a predominant topic in the news. While there has been a great deal of scholarly attention paid to the role of radio and television in the wake of September 11 terrorist attacks (e.g., rally effects and willingness to accept censorship), studies of how the terrorist attacks were covered by the print media are very rare. This study fills this vacuum by looking at the nuances of framing the terrorist attacks in the front pages of southern states newspapers in the United States. From the perspective of sociology of news-making, we examine how southern states newspapers framed this horrific event and served this important solidarity-building function in the wake of the terrorist attacks. Specifically, we examine the various framing and rhetorical devices used in the coverage such as the features of headlines, graphic photos, metaphors, exemplars, catchphrases in addition to dominant frames. The implications of this study for future framing/content studies will be discussed.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper argues that the literature on ?state identity? confuses two levels of that identity: identity as state self-differentiation from other states, and identity as state self-placement in the basic category of ?state.? Both levels of identity are meaningful, but the second level is meaningful only if we recognize that there are competitors to states for primacy in world politics?something most IR theory does not do. States? reaction to September 11 shows the value of the notion of states? identities as states, contrasted with other actors in world politics. The paper?s content analysis of UN General Assembly speeches shows that states generally did react to September 11 on the basis of their identity as states. According to identity theory, this reaction holds out the prospect for the development of a truly functional system of collective security. On the other hand, Arab states were much less likely to react in this way, and the reaction of the US also seems not to be conforming to this general pattern. This calls into question whether a collective security system is likely to come about.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper is an initial examination of prime time television's response to the events of September 11. Based on a review of the 2001-2002 television season's prime time programs, we identify 15 programs that incorporated 9/11 elements. Themes of these programs are discussed as are the strategies for inclusion adopted by show producers and writers.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The establishment of the September 11 Victim Compensation Fund raises the question of when the government should compensate those suffering losses in terrorist attacks and other disasters. We address that issue in this paper, offering standards that may be used to distinguish among events. We also apply these standards to a number of real world cases.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The events of September 11, 2001 forced Americans to personally confront trauma, fears and questions about death, global relations, humanity and the role of America in the world. School-age children were not immune from this media-saturated event. Educators and interested members of the public have conflicting opinions about the role of September 11 in elementary classrooms. My research question is, to what extent do schools and teachers, particularly in their social studies curriculum, differ in their approaches immediately following the event, as well as toward the commemoration of September 11? This paper involves the study of three elementary schools of varying religious backgrounds and different social compositions, concerning their educational approaches toward the events of September 11. The goal is to provide glimpses into the philosophies and missions of these schools by studying how teachers’ and principals’ reactions to September 11 played out in the classroom and in the school. Within this goal, I study equity among the three schools in terms of opportunities to learn about the world. My findings were multifaceted: they showed 1) that none of the schools responded in overt ways to the events of September 11; 2) that the religious nature of schools did affect how and what schools taught in response to September 11 and 3) that how a school responds to an event like September 11 is a provocative way to discover the culture or underlying philosophy of a school.