Teaching The Levees An Exercise in Democratic Dialogue在堤防教学中进行民主对话.pdfVIP

J ournal of Educational Controversy Volume 3 Article 16 Number 1 Schooling as if D emocracy M atters 2008 Teaching The Levees: An Exercise in Democratic Dialogue Margaret Smith Crocco Columbia University. Teachers College Maureen Grolnick Columbia University. Teachers College Follow this and additional works at : /jec Part of the Education Commons Recommended Citation Crocco, Margaret Smith and Grolnick, Maureen (2008) Teaching The Levees: An Exercise in Democratic Dialogue, J ournal of Educational Controversy : Vol. 3: No. 1, Article 16. Available at : /jec/vol3/iss1/16 This Article in Response to Controversy is brought to you for free and open access by estern CEDAR . It has been accepted for inclusion in Journal of Educational Controversy by an authorized administrator of estern CEDAR . For more information, please contact westerncedar@. Crocco and Grolnick: Teaching The Levees: An Exercise in Democratic Dialogue ARTICLE Teaching The Levees: An Exercise in Democratic Dialogue Margaret Smith Crocco and Maureen Grolnick Teachers College, Columbia University Introduction  Just after 6 a.m. on the morning of August 29, 2005, Katrina, one of the worst hurricanes in the history of the United States, made landfall near Buras, Louisiana, 65 miles southeast of New Orleans. Katrina brought enormous destruction and loss of life to Alabama, Mississippi, and Louisiana. The hurricane also brought a crisis of conscience to many Americans as they confronted, with the rest of the world looking on, media images of people – many of them poor and black – caught in the catastrophic consequences of the storm, apparently beyond the reach of government protection or help. The unfolding tragedy forced the very democratic questions, “What kind of country are we?