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| 1 |
ID:
186891
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| Summary/Abstract |
The independence from the British rule was accompanied with partition of the Indian subcontinent on religious lines. Since partition in 1947, the two nation-states India and Pakistan have been hostile toward each other. Communalism has also been a major challenge in both these countries. The current study locates this continued hostility or the “enemy” narrative that the countries harbor not just of each other, but which also shapes the experience of a religious community within their territory. Limiting the inquiry to the Indian side, this paper explores the production of the “enemy” narrative through the discursive knowledge around partition and how it locates Muslims. The paper analyzes textbooks of two education boards in India and argues that the narrative excludes the contribution of Muslims in the nationalist movement, charts out an uncritical history of the demand for partition, and stigmatizes the Muslim community as “communal” and “unpatriotic.”
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| 2 |
ID:
161341
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| Summary/Abstract |
The aim of this article, and of the special issue it introduces, is to claim a more prominent role for the analysis of school textbooks when studying peace and conflict. School textbooks can contribute to several core discussions in this research field because they are indicators of dominant political knowledge, have privileged access to a large audience, and are objects of peace and conflict processes themselves. We reflect how the analysis of school textbooks has already contributed significantly to peace and conflict studies and outline avenues for further research.
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| 3 |
ID:
155806
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| Summary/Abstract |
This study traces the (geopolitical) knowledge on terrorism circulating in Germany, India, Kenya, and the United States based on an analysis of school textbooks. It contributes to the existing literature in three ways. First, it transcends the Western-centrism of International Relations by analysing discourses from the Global North and the Global South. Second, it introduces school textbooks as a crucial object of research in constructivist terrorism studies and International Relations. School textbooks indicate the (geopolitical) knowledge deemed essential in a given society, but are also widely distributed among young people. Third, I address the debate about a presumed homogenization and internationalization of terrorism discourses in recent years. Results show that all four discourses depict terrorists as evil, focus on external non-state groups as perpetrators and associate terrorism with Islam. But there are also considerable differences regarding the relative importance of terrorism as a security threat, the referent object affected and the countermeasures deemed appropriate.
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