Education and the Formation of Geopolitical Subjects

Müller, Martín

doi:10.1111/j.1749-5687.2011.00117.x

Cited by 31 publications

(23 citation statements)

References 32 publications

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“…45 Perhaps the closest parallel to this project methodologically is Martin Müller's ethnography of students at the Moscow State Institute of International Relations, the 'Georgetown' of the Russian foreign policy establishment. 46 This research shares Müller's interest in the pedagogy of geopolitics and its role in the production of subjectivities, as well as his interest in embodied practices. As such, it is worth taking a moment to consider the specific bodies involved in this research.…”

Section: Methodsmentioning

confidence: 97%

Humour at the Model United Nations: The Role of Laughter in Constituting Geopolitical Assemblages

Dittmer

2013

Geopolitics

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Model United Nations (MUN) is a simulation in which studentstake on the roles of ambassadors to the United Nations, engaging in debate on 'real' issues from the perspective of their assumed national identities. This paper, based on a year of ethnography and interviews of a college-level MUN team, examines the role of humour in producing particular geopolitical imaginations among those participating and also in producing the MUN assemblage itself. Key here is the circulation of affects among participants' bodies, producing an orientation among them that facilitates debate and consensus-building. This finding is seen as a corrective to past work on geopolitics and humour, which has tended to emphasise irony and satire, as well as mass-mediated humor.

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Section: Methodsmentioning

confidence: 97%

Humour at the Model United Nations: The Role of Laughter in Constituting Geopolitical Assemblages

Dittmer

2013

Geopolitics

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“…Müller's (2011) analysis of the formation and disruption of geopolitical knowledge within Russia illustrates this. Whilst explicitly analysing how geopolitical knowledge can be disrupted by everyday experiences that contradict taught knowledge, Müller does not explain how disruption works as a specific geopolitically-related term.…”

Section: Disrupting Geopolitical Framesmentioning

confidence: 95%

Disrupting air power: Performativity and the unsettling of geopolitical frames through artworks

Williams

2014

Political Geography

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a b s t r a c tThis paper advances the concept of disruption, drawing upon Butler's (1993) work on performativity, her engagement with Goffman's (1974) frame analysis and recent work on performativity within critical geopolitics. It argues this approach provides a useful tool with which to elucidate gaps in the iterative processes of geopolitical discourse production that offer opportunities for momentary distortions to these dominant articulations of power. It analyses the utility of this approach through discussion of three artworks by the acclaimed British artist Fiona Banner. In June 2010 she unveiled her prestigious Duveens commission project at Tate Britain. The work, entitled 'Harrier and Jaguar', was the most ambitious of a series of engagements with military aircraft which have spanned over a decade of creative work. Banner's work has become synonymous with challenging dominant discourses on power and war especially through textual representations of war films and innovative uses of military aircraft. Beginning with her book project, 'All the world's fighter planes' (2004) and moving through her Duveens project to the military aircraft-related work 'Tornado' (2010), this paper argues that Banner's work illustrates the utility of the concept of disruption; going beyond simply raising questions about our engagements with military aircraft, to actively disrupting our encounters with and understandings of these objects and thus popular representations of air power.

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“…This role of education in nation-building is expressed not only in its hold over vast populations that are subjected to obligatory schooling but also in power structures that are inscribed into educational discourses and practices (Bourdieu, 1991). Through their ubiquitous yet normalized presence in daily lives of young people, schools work to create national citizenry in both banal and blatant ways (Benwell, 2014;Müller, 2011). The creation of national communities in schools rests on manifestations of what Billig (1995) terms "banal nationalism", meaning mundane ideological habits and objects that saturate school spaces and enable nationalism to be reproduced, such as flags, signs, national curriculum subjects, and so on (Collins and Coleman, 2013;Korostelina, 2013;Ploszajska, 1996).…”

Section: Introductionmentioning

confidence: 99%

Enacting the contested past: conflict narratives in educational spaces

Laketa

Suleymanova

2017

Geogr. Helv.

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Abstract. The article analyzes unfoldings and enactments of narratives on a politically divisive past in educational spaces of two multi-ethnic settings -the Republic of Tatarstan and Bosnia and Herzegovina. We explore how the contested past is represented within official school curricula and how it unfolds in concrete school settings. In each case we have a historic event that is a politically divisive and contentious issue. Though one of these historical events lies far back in history (1552) and the other is more recent (1992)(1993)(1994)(1995), in both cases the contested past is being silenced in the official history curricula. The paper is guided by the following question: in what ways does a past that is muted within a history curriculum continue to speak and structure the relationships of the school present? In order to answer this question, we situate our work within the literature on ethnographies of education, as well as the relatively new but burgeoning field of inquiry on emotional geographies and anthropologies of education. Drawing on ethnographic fieldwork in these two settings, we argue that the narratives on the violent past form and divide national communities not only through divergent views and interpretations of the historic event by the groups involved but also through strong emotional attachments to these narratives. We conclude by calling for a sustained engagement with emotions in educational settings as sites of embodiment that work to negotiate and actively rework top-down educational narratives, especially when considering the processes of identity-building through school spaces.

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Education and the Formation of Geopolitical Subjects

Cited by 31 publications

References 32 publications

Humour at the Model United Nations: The Role of Laughter in Constituting Geopolitical Assemblages

Humour at the Model United Nations: The Role of Laughter in Constituting Geopolitical Assemblages

Disrupting air power: Performativity and the unsettling of geopolitical frames through artworks

Enacting the contested past: conflict narratives in educational spaces

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