Terrorism in the textbook: a comparative analysis of terrorism discourses in Germany, India, Kenya and the United States based on school textbooks

Ide, Tobias

doi:10.1080/09557571.2017.1293611

Cited by 16 publications

(8 citation statements)

References 58 publications

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“…These differences relate to questions of how important terrorism is as a problem, who is classed as a terrorist (can, for example, national liberation movements be terrorists, or states? ), and what are the root causes of terrorism, among others (e.g., Ide, 2017;Jackson, 2007;Sahill, 2018;Sharp, 2011a).…”

Section: Critical Terrorism Studiesmentioning

confidence: 99%

“…In Nigeria, for example, discussions of terrorism "lay bare ethno-religious fault lines" between Christians and Muslims, and are therefore perhaps intentionally excluded from textbooks (Langer et al, 2017: 419). In the dominant Indian discourse, terrorism is closely linked with a negative othering of Pakistan, and hence important for the reproduction of a national identity, including in the education sector (Ide, 2017).…”

Section: Prevalence and Definitions Of Terrorism In The School Textbooksmentioning

confidence: 99%

“…Islamic groups in general are also only highlighted by textbooks from five countries, and only play a very limited role in India (12%) and Spain (6%). With the partial exception of the Philippines, no country's textbooks devote nearly as much attention to these groups as US educational media (Ide, 2017) or policy experts (Stampnitzky, 2013). Similarly, only textbooks in India, the Philippines and Spain discuss Islamism as a reason for terrorism, and even there, domestic and international motives are assigned a much more influential role (see Table 2).…”

Section: Adoption Of Us Positions and The Homogenisation Of Internatimentioning

confidence: 99%

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

Ide

2020

Political Geography

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The role of education in political socialisation and the importance of terrorism discourses in promoting (or silencing) certain interests have long been acknowledged. This study combines both themes by asking: How do school textbooks, sanctioned by states that are violently challenged by internal opposition, discuss the issue of terrorism? I draw on, and contribute to, four distinct, yet related streams of research: critical geopolitics, critical terrorism studies, geographies of education, and young people's geographies. Simultaneously, while most work on the topic focuses on individual cases (typically of Western countries), I conduct the first comparative analysis of twelve countries from different world regions: China,

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Section: Critical Terrorism Studiesmentioning

confidence: 99%

Section: Prevalence and Definitions Of Terrorism In The School Textbooksmentioning

confidence: 99%

Section: Adoption Of Us Positions and The Homogenisation Of Internatimentioning

confidence: 99%

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

Ide

2020

Political Geography

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“…Integration of de-radicalization into Islamic religious learning can be done by linking de-radicalization with standard of competence and basic competencies to each of the scope of learning. Books as learning material are one of the focuss in de-radicalization implementation (Ide, 2017). Through review or teaching material that is in the textbook, educators and students gain an understanding of something that can provide reinforcement of the understanding that they already had.…”

Section: Islamic Religious Learningmentioning

confidence: 99%

De-radicalization in the Implementation of Islamic Education Curriculum in SMA Masamba South Sulawesi

Rustan¹,

Hanifah²,

Kanro³

2018

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The emergence of radicalism problem has threatened disintegration of nation. Therefore, it needs a big role of education especially Islam religious education in preventing the understanding of radical religious teachings, maintaining the character of loving peace and nationalism values. Thus, this research is important to be conducted. This research aims to elaborate de-radicalization of Islamic teachings in Senior High School. This research used descriptive qualitative approach. Research data was obtained from the implementation of curriculum 2013 by senior high school teachers of Islamic religious education in Masamba, South Sulawesi. Data collection was done through direct observation, in-depth interview, and documentation. Data validity was checked through source triangulation and methods. The analysis was done by collecting, presenting, reducing, and drawing conclusion. The results of research were shown that de-radicalization in Islamic education faced several obstacles in achieving assessment standard. Nevertheless, Islamic education in curriculum 2013 can foster students’ character of religious, tolerant, democratic, and peace-love. As an effort of preventing, de-radicalization was done early through Islamic education. The practice of de-radicalization was carried out by teachers in a form of introducing and implementing religious values, tolerance, and nationalism in learning process by integrated with syllabus, teaching materials, and lesson plan.

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“…Research has been drawn to educational institutions and the literal ‘schooling’ of young geopolitical subjects in the classroom, taking especial interest in the educational resources (e.g. textbooks, posters, films, objects and novels) that represent and narrate the nation and its geopolitics (Escudé, ; Benwell, , ; Ide, ). It has also highlighted the very visible participation of young people in national performances associated with the remembrance and commemoration of war (Edkins, ; Benwell, ), as well as their enrolment in military recruitment campaigns at public events such as airshows (Rech, , ).…”

mentioning

confidence: 99%

Bringing the Falklands/Malvinas Home: Young People's Everyday Engagements with Geopolitics in Domestic Space

Benwell

Gasel

Núñez

2019

Bull Latin American Res

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This paper draws on recent research examining feminist and everyday geopolitics to focus on the relatively neglected domestic sphere as a space where geopolitical events like the Falklands/Malvinas war are learnt, (re)produced, remembered and contested by young people. It presents qualitative data drawn from interviews with young people from Argentina (Río Gallegos) and the Falkland Islands (Stanley), locations with intimate connections to the 1982 war. It argues that research in domestic environments that engages the familial relations, objects and practices that embody geopolitical pasts can help make sense of how young people (are able to) express geopolitical agency.

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Terrorism in the textbook: a comparative analysis of terrorism discourses in Germany, India, Kenya and the United States based on school textbooks

Cited by 16 publications

References 58 publications

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

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

De-radicalization in the Implementation of Islamic Education Curriculum in SMA Masamba South Sulawesi

Bringing the Falklands/Malvinas Home: Young People's Everyday Engagements with Geopolitics in Domestic Space

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