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ERIC Number: EJ1258334
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-7925
EISSN: N/A
The Teacher State: Navigating the Fusion of Education and Militarisation in Eritrea and Elsewhere
Riggan, Jennifer
Compare: A Journal of Comparative and International Education, v50 n5 p639-655 2020
This paper uses the case of Eritrea to explore tensions between education and militarisation as forms of everyday state-making and examine how teachers constitute the state in the process of navigating these tensions. In 2003 Eritrea merged educational and military institutions. Teachers responded to the new policies by alternately joining in with students' tacit resistance to them, and engaging in strict, often violent, measures to reclaim control and exert 'teacher sovereignty' over schools. Teachers' intermingling of resistant humour and foot-dragging with violence and authoritarianism suggests that teachers, as agents of the state in Eritrea and elsewhere, may resist militarisation yet also reproduce authoritarian violence. While this policy, which effectively merged military and educational institutions was unique to Eritrea, the disjuncture between education and militarisation exposed by this case illuminates the complex role that schools and teachers play in state-making and nuances our understanding of education, the state and armed conflict.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Eritrea
Grant or Contract Numbers: N/A