The educational intentions of the Islamic State through its textbooks

Olivier Arvisais, Marie-Hélène Bruyère, Chirine Chamsine and Mohamed Amine Mahhou

International Journal of Educational Development, 2021, vol. 87, issue C

Abstract: This article’s results are part of project Sami, which examines the school system imposed by Islamic State (ISIS) on the territories under its control between 2014 and 2017. It describes and explores ISIS’s educational intentions as formulated in the textbooks and workbooks the organization produced to frame how secular subjects were taught in primary schools. The results shed light on how ISIS describe its curriculum and analyzes what has been included in the Arabic, mathematics, science, geography, history and English textbooks. The article concludes that each of these school subjects has been used by ISIS to further its political and religious agenda, although in very different ways like militarization, banalization of violence and the establishment of its complex and extreme but also fragile Islamic doctrine. It also suggests possible courses of action, intervention and research for internally displaced children or children in detention who have experienced this alternative education system during wartime.

Keywords: ISIS; Curriculum; Textbooks; Educational intentions; Mathematics; Science; Geography; History; English; Primary school (search for similar items in EconPapers)
Date: 2021
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:87:y:2021:i:c:s0738059321001590

DOI: 10.1016/j.ijedudev.2021.102506

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