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oapen-20.500.12657-300572024-03-25T09:51:44Z The Struggling State Riggan, Jennifer Anthropology Assab Coercion thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBC Cultural and media studies::JBCC Cultural studies Following independence from Ethiopia, Eritrea’s leaders were praised for their success at building a coherent nation, but over the last two decades the government has increasingly turned to coercion particularly by forcing citizens into endless military service. The Struggling State: Teachers, Mass Militarization and the Reeducation of Eritrea is an ethnographic exploration of how citizens’ redefined their relationship with the nation in response to the state’s increased authoritarianism and use of force. Extremes of coercion and control led Eritreans’ to imagine the once-heroic ruling party as turning against them, which, in turn unraveled the legitimacy of state-produced imaginaries of the nation. The book focuses on teachers, who were situated to do the work of hyphenating, or gluing, nation to state but instead had to navigate between their devotion to educating the nation and their discontent with their role in the government program of mass militarization. 2018-05-18 23:55 2020-03-07 03:00:27 2020-04-01T12:43:46Z 2020-04-01T12:43:46Z 2016-03-01 book 650042 OCN: 1076791584 9781439912720 http://library.oapen.org/handle/20.500.12657/30057 eng application/pdf n/a 650042.pdf Temple University Press 103440 126074ec-499d-4e24-a17f-09a9c593ec01 b818ba9d-2dd9-4fd7-a364-7f305aef7ee9 9781439912720 Knowledge Unlatched (KU) 103439 KU Round 2 605457 Knowledge Unlatched open access
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Following independence from Ethiopia, Eritrea’s leaders were praised for their success at building a coherent nation, but over the last two decades the government has increasingly turned to coercion particularly by forcing citizens into endless military service. The Struggling State: Teachers, Mass Militarization and the Reeducation of Eritrea is an ethnographic exploration of how citizens’ redefined their relationship with the nation in response to the state’s increased authoritarianism and use of force. Extremes of coercion and control led Eritreans’ to imagine the once-heroic ruling party as turning against them, which, in turn unraveled the legitimacy of state-produced imaginaries of the nation. The book focuses on teachers, who were situated to do the work of hyphenating, or gluing, nation to state but instead had to navigate between their devotion to educating the nation and their discontent with their role in the government program of mass militarization.
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