A B S T R A C TDiscourses of the punishing state that circulated in Eritrea at a time when the government had become increasingly coercive were articulated especially clearly in debates over teacher transfers. Teachers imagined the state on the basis of their intimate encounters with its bureaucrats, who were thought of as capable of punishing, manipulating, or being manipulated. In a country once noted for the effervescent, revolutionary celebration of the state's capacity to defend and develop the nation, thinking of the state as pernicious challenged the core tenets of Eritrean nationalism but left intact lingering fantasies of state fairness. By examining the complexity of debates about teacher transfers, I uncover a multifaceted commentary on government power, a dialogue over the nature and meaning of the notion of duty to the nation, and a reworked popular imaginary of the state. [nationalism, state, teachers, Eritrea, bureaucracy, intimacy, citizenship] I n the fall of 2004, in the town of Assab, Eritrea, teachers and students as well as their families and neighbors were anxiously awaiting news about teacher transfers to more remote towns and villages in the Southern Red Sea region, where Assab is located. For weeks, in every house, teashop, and bar I visited, this was the topic of conversation. That fall, several new schools were being opened in the sparsely populated region, and a much larger number of teachers than ever before were being transferred to remote posts. The transfers loomed large in everyone's minds, evoking the specter of a government capable of relocating citizen bodies at will without regard for their well-being or wishes. The transfers were personally troubling to teachers, who would be separated from family for six months at a time or longer and who would have to live without running water and electricity. But, in addition to this sense of individual loss, discussions of transfers among those affected, directly and otherwise, described an increasingly pernicious relationship between government actors and citizens in a way that depicted the state as autocratic and uncaring.One transfer case was particularly controversial. As soon as Abraham, a young university-aged, "national service" science teacher heard that he was to be transferred to the village of Tio, he immediately left Assab and headed for the Eritrean capital, Asmara. 1 Before leaving, he made it clear that he was protesting his transfer, claiming that it was a punishment for having upset local Ministry of Education officials. He believed this punishment to be highly personal. Abraham also stated that his highly placed relatives in Asmara would intervene on his behalf. In a country noted for a lack of what many would term "corruption," Abraham was willing to use his personal connections to counteract what he understood to be a very personal form of punishment. 2 In Eritrea, a country controlled by an authoritarian regime, it was rumored that the government would not hesitate to arrest its citizens for much lesser infract...