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The educational intentions of the Islamic State through its textbooks

International Journal of Educational Development, Volume 87, novembre 2021, 102506 , par Chaire UNESCO de développement curriculaire (CUDC), Olivier Arvisais

Olivier Arvisais est professeur au Département de didactique et coprésident du Comité scientifique de la Chaire UNESCO de développement curriculaire (CUDC)


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

Résumé (en anglais)

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 in-tentions 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 con-cludes 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 edu-cation system during wartime.

International Journal of Educational Development 87 (2021) 102506
ISSN 0738-0593

Pour consulter l’article sur le site de Elsevier


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