Teaching terrorism, saving the state? Education and geopolitical imaginations of terrorism in 12 violently challenged states

Ide, Tobias

doi:10.1016/j.polgeo.2019.102125

Cited by 7 publications

(2 citation statements)

References 70 publications

(89 reference statements)

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“…Critical geopolitical studies, critical terrorism studies, educational geography, and youth geography in 12 countries (Turkey, India, Nigeria, Sri Lanka, Peru, Spain, Kenya, Russia, China, Egypt, the Philippines, and Papua Guinea) recommend strengthening nationalism education in schools. This proves that the teaching of nationalism is urgently applied [8].…”

Section: Introductionmentioning

confidence: 89%

Nationalism education in elementary school: A systematic literature review

Saputra

Murdiono

Tohani

2023

IJERE

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This article aims to present a literature review on nationalism education in Elementary School in the latest literature because there are still few who research it. This research applies the systematic review literature method with the preferred reporting items for systematic reviews and meta-analysis (PRISMA) protocol. The research stages include identification, screening, eligibility, inclusion, and analysis presentation utilizing the help of the Publish or Perish 7 application, VOSviewer, and NVIVO 12 Plus. The results of searching for articles according to the theme in Scopus through the Publish or Perish 7 application there are 226 articles which are filtered into 50 selected papers. The topic findings are character education, education, architectural education, democratic parenting, nationalism attitude, character building, international education, digital citizenship, acculturation, literacy, citizenship education, traditional games, national education, de-colonialism, ethnicity, implementation of character education reinforcements, ethno-nationalism, and curriculum. The research findings mention that nationalism education in elementary schools is a conscious effort of educational institutions to instill students’ understanding, knowledge, and attitudes to love and defend the country implemented through civics, social studies, and character education, which has an impact on character building, students’ love for language, culture and the integrity of the country. Future research needs to examine nationalism education in elementary schools according to approaches, strategies, media, materials, technological developments, and research trends.

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Section: Introductionmentioning

confidence: 89%

Nationalism education in elementary school: A systematic literature review

Saputra

Murdiono

Tohani

2023

IJERE

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“…37 Identifying a common, external enemy in school textbooks might also help governments that are autocratic or violently challenged to increase domestic coherence. 38 In the light of this discussion, this study considers the following hypothesis regarding the adoption of the war on terror discourse at the national level: H6: Non-democratic states are more likely to adopt the 'war on terror'.…”

Section: Theoretical Expectations: Diffusion Of the 'War On Terror'mentioning

confidence: 99%

Globalising the ‘war on terror’? An analysis of 36 countries

Ide

2022

International Relations

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The war on terror as a discourse assumes that terrorism is an essential threat of global proportions, is mostly perpetuated by Islamist networks, and requires a strong international response. This discourse had tremendous impacts on both domestic and international politics. Consequentially, a large number of studies analyse the assumptions underlying and the policies legitimised by the war on terror discourse. However, existing work mostly focusses on one or a few cases, predominantly in the global north. This article introduces a novel dataset containing information on the war on terror discourse in the school textbooks of 36 countries, representing around 64% of the world’s population, for the period 2003–2014. Based on this dataset, I present the first comprehensive analysis of the global diffusion of the war on terror discourse. The study finds that the discourse has by no means globalised but is mostly limited to wealthy countries in Europe and North America. There are hence clear limits to the USA’s soft power and the hyper-globalisation of terrorism discourses. Factors like terrorism intensity, armed conflict and authoritarian regime have little predictive power. This is despite clear incentives for challenged (authoritarian) regimes to adapt the war on terror discourse. Contrary to common assumptions in critical security and terrorism studies, the war on terror discourse is hardly associated with an emphasis on terrorists’ irrationality and hatred or with the marginalisation of socio-political grievances.

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