The Teacher State: Navigating the Fusion of Education and Militarisation in Eritrea and Elsewhere

Autor/in	Riggan, Jennifer
Titel	The Teacher State: Navigating the Fusion of Education and Militarisation in Eritrea and Elsewhere
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 5, S.639-655 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1544064
Schlagwörter	Foreign Countries; Educational Policy; Case Studies; Social Systems; Government School Relationship; Armed Forces; Teacher Attitudes; Professional Autonomy; Violence; Humor; Authoritarianism; School Role; Teacher Role; Conflict; Military Training; High School Students; Correlation; Eritrea + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Social system; Soziales System; Military; Militär; Lehrerverhalten; Berufsfreiheit; Gewalt; Humoristische Darstellung; Autoritarismus; Lehrerrolle; Konflikt; Militärausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01