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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. As teachers confronted their own conflicted imaginaries of the state and questioned what it meant to be Eritrean, they reeducated the nation, but not necessarily in the way the government wanted them to

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. As teachers confronted their own conflicted imaginaries of the state and questioned what it meant to be Eritrean, they reeducated the nation, but not necessarily in the way the government wanted them to.This title was made Open Access by libraries from around the world through Knowledge Unlatched.

In 1998, seven years after Eritrea's independence from Ethiopia, renewed war between the two countries created rigid borders where fluid boundaries previously existed. This border making was not only an attempt to physically delineate the border between the two countries but was also a symbolic process that attempted to definitively differentiate Ethiopian from Eritrean. However, alternative nationalisms were formed in the spaces that lay in between the two nations by people who inhabited those spaces. The national identities of Eritreans born in Ethiopia, known as Amiches, ran counter to state‐produced forms of nationalism in both Ethiopia and Eritrea. Amiches defined their understanding of belonging by imagining attachments to two different national spaces. In this article, I use the concept of liminality to explore the dangers that Amiches experienced when confronted with this border‐making process and the sense of community that emerged from their liminal state.

The Struggling State explores Eritreans' disillusion with a government that permanently conscripts the vast majority of its citizens into the military, and examines teachers' paradoxical roles as educators who are trying to create a bright and peaceful future for the nation while situated to shuttle their students into the military. This title was made Open Access by libraries from around the world through Knowledge Unlatched. ; Includes bibliographical references and indexes. ; Introduction: Everyday authoritarianism, teachers and the tenuous hyphen in nation-state -- Struggling for the nation: Contradictions of revolutionary nationalism -- "It seemed like a punishment": Coercive state effects and the maddening state -- Students or soldiers?: Troubled state technologies and the imagined future of educated Eritrea -- Reeducating Eritrea: Disorder, disruption and remaking the nation -- The teacher state: Morality and everyday sovereignty over schools -- Conclusion: Escape, encampment and alchemical nationalism. ; The Struggling State explores Eritreans' disillusion with a government that permanently conscripts the vast majority of its citizens into the military, and examines teachers' paradoxical roles as educators who are trying to create a bright and peaceful future for the nation while situated to shuttle their students into the military. This title was made Open Access by libraries from around the world through Knowledge Unlatched. ; Mode of access: Internet.

"As wealthy countries build literal and figurative walls to keep migrants out, Ethiopia has welcomed refugees through policies that promote local integration. But do these policies enable refugees to consider their new country home?Focusing on the experiences of Eritrean refugees in Ethiopia, Hosting States and Unsettled Guests tracks the introduction, implementation, and evolution of policies that began in summer 2016, shortly before the New York Summit on Refugees prompted new national refugee legislation in Ethiopia. Using ethnographic interviews and participant observation with government officials, intragovernmental organizations, NGOs, and refugees in three camps in northern Ethiopia and Addis Ababa, Jennifer Riggan and Amanda Poole explore new efforts to halt treacherous, secondary migration to Europe. In particular, they explore the concept of refugee time-making, a theoretical model to better understand precarity, and a focus on education. An important read, Hosting States and Unsettled Guests makes key empirical and theoretical contributions in forced migration studies, East African studies, and anthropology. Riggan and Poole deftly shift the focus of refugee studies away from Europe to regions in the Global South, revealing emerging forms of migration management"--

Abstract
Why does education damage refugees? To understand this, we need to ask how education frames refugees' thinking about their future, specifically related to questions of waiting in the camp or migrating through dangerous, irregular channels. Between 2016 and 2019, Ethiopia was at the forefront of trends in migration policy that prioritized education as part of a global strategy to prevent irregular, northward migration. However, despite increased educational opportunities, refugees rejected schooling as they weighed the decision to migrate onwards, citing a sharp disconnect between aspirations connected to schooling and the constraints on professional and personal progress that they face in hosting states. Drawing on long-term, multi-sited, ethnographic research on temporal violence, and temporal agency among Eritrean refugees in Ethiopia, we develop the concept of teleological violence to describe the harm generated by this disconnect, as risky secondary migration may come to seem like the only path toward a desired future.

While the 2018 peace declaration between Ethiopia and Eritrea was widely celebrated, Eritrean refugees expressed concern that peace would be destabilising, and their status in Ethiopia would change. Their concerns were shaped by a long history of oscillating imaginaries of how Eritrea "fits" with Ethiopia. Drawing from historical analysis and ethnographic fieldwork leading up to the peace agreement, we explore how these oscillating imaginaries create an uncomfortable and unstable situation for Eritreans in Ethiopia, rendering refugees vulnerable to unpredictable violence. Better understanding the way identity categories have been subject to constant slippage and have been instrumentalised by political elites could help to forge a more peaceful future among Ethiopia's nationalities and between Ethiopia and Eritrea.

Woldemikael, Tekle M.: Introduction to special issue: postliberation Eritrea. - S. V-XIX. - Bariagaber, Assefaw: Globalization, imitation behavior, and refugees from Eritrea. - S. 3-18. - Bernal, Victoria: Civil society and cyberspace: reflections on Dehai, Asmarino, and Awate. - S. 21-36. - Bozzini, David M.: The catch-22 of resistance: jokes and the political imagination of Eritrean conscripts. - S. 39-64. - Poole, Amanda: Ransoms, remittances, and refugees: the gatekeeper state in Eritrea. - S. 67-82. - Riggan, Jennifer: Imagining emigration: debating national duty in Eritrean classrooms. - S. 85-106