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This panel seeks to demonstrate how military/security and educational domains are entangled in ways that promote militarization and securitization. By examining these entanglements critically, we aim to uncover processes that normalize the use of violence and military means within civil society.
The proposed panel seeks to demonstrate how military/security and educational domains are entangled in ways that promote discourses and practices of militarization and securitization. By adopting a critical perspective on these entanglements, we want to uncover processes that normalize and legitimize the (potential) use of violence and military means within civil society. This can take shape in various settings and through the involvement of state and non-state armed organizations and groups that are increasingly involved in the educational realm. This realm is made up of both formal educational institutions (schools and universities) and informal ones, such as educational activities within social movements and extra-curricular programs.
This involvement materializes through establishing connections between pupils or students and military/security institutions, by the engagement of youth and even children in military style trainings, exposure to militaristic texts and excursions to military sites, for example. But it can also takes shape in other securitized settings, such as preparation for emergency scenarios, the fortification of schools (including the presence of security personnel), sponsorship by military, and police and security companies of educational projects (including university programs). Other examples are the involvement of security or military actors in teaching, but also militias who mobilize support through educational initiatives.
We invite papers that reflect on these entanglements in various (national) settings and in multiple ways, involving either statist organizations (such as military, police) or non-state organizations (such as private security companies and militias).
Accepted papers:Session 1 Wednesday 22 July, 2020, -
Tammy Hoffman (Kibbutzim College of Education)
Tom Ormson (University of Sheffield)
Nikolaus Gerold (University of Melbourne)
Sofya Ragozina (Russian Academy of National Economy and Public Administration)
Nir Gazit (Ruppin Academic Center) Erella Grassiani (University of Amsterdam)