Geopolitical Framings of Subalterity in Education III: Context of Displacement

Abstract

This paper presents geopolitical framings of subalterity in education as an analytical framework to explore these questions by focusing on the spatial dialectics of peace, settlement, and welfare-state practices. I will argue that the project of education particularly as it relates to violence and displacement cannot be analysed in the absence of the geopolitics of imperial hegemony compounded by the logics of the neoliberal state. As the state reflects ‘the variety of geopolitical ways of viewing the world’–the institution of state-funded schools could also be assumed to reflect contrasting ‘geopolitical visions’ as they relate to the ‘geopolitical subject’. Hence, this paper attempts to understand how the provision of education, particularly as it relates to the question of forced displacement–beyond its literary component but as a radical strategy of transnational consciousness building–needs to be further analysed by examining the role of state-funded schools as sites for broader praxis and civic engagement.