Jennifer Riggan
Dados Biográficos
| ID | 124090 |
|---|---|
| NOME | Jennifer Riggan |
| PRENOMES | Jennifer |
| SOBRENOME | Riggan |
| ASSINATURA | RIGGAN J |
| AFILIAÇÕES | Arcadia University |
| ORCID | 0000-0003-0801-5533 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 37 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Incubating Futures
Incarnations of humanitarian-development policies linking refugee productivity and self-reliance in the Global South have circulated in the international aid sector for decades, but have reemerged in response to concerns about the refugee "crisis" in the Global North. Proponents have referred to these approaches as "incubation." Focusing on Jordan, Lebanon, Ethiopia, and Djibouti, we juxtapose the success story told about incubation with the fail…
Smugglers vs. Students
Between 2016 and 2019, Ethiopia began to implement a series of policies intended to deter the onward migration of Eritrean refugees. These policies were not limited to educating refugees about the risks of migration, but also used development and local integration to create conditions which would ostensibly make Ethiopia a better long-term hosting state. We argue that in order to understand whether these policies changed the way Eritrean refugees…
What Kind of Weapon Is Education? Teleological Violence, Local Integration, and Refugee Education in Northern Ethiopia
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 e…
The Big Gamble
The Big Gamble is a sensitive, nuanced and highly readable multi-sited ethnography, which explores the journey of Eritrean migrants across several countries. Belloni started her fieldwork in Italy, seeking to understand migrants’ motivations and choice-making. She then conducted fieldwork in Eritrea, an extremely rare and challenging undertaking given that, to date, there is very little scholarship based on fieldwork in Eritrea. Belloni traces th…
Time with/out Telos
Why do so many refugees engage in irregular onward movement despite grave risks and the presence of programs intended to stop them from migrating? We argue that refugees' active engagement with projects of time-making frames their decision making. Refugees' time-making projects involve ordering time in linear or non-linear sequences through orienting themselves towards the past, present, near future, or distant future and, in doing so, creating a…
Nationalism
Nationalism in anthropology is considered a political ideology, an identity, and/or a structure of feeling. Nationalism can be defined as a sense of membership in a sociopolitical community attached to a national territory and state that has sovereignty over that territory and population. However, anthropological work on nationalism has often problematized the concept. Anthropologists have shown that nationalism does not always affix itself to a …
The teacher state
This paper uses the case of Eritrea to explore tensions between education and militarisation as forms of everyday state-making and examine how teachers constitute the state in the process of navigating these tensions. In 2003 Eritrea merged educational and military institutions. Teachers responded to the new policies by alternately joining in with students’ tacit resistance to them, and engaging in strict, often violent, measures to reclaim contr…
The Struggling State
Following independence from Ethiopia, Eritreaâ 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 citizensâ redefined their relationship with the nation in respons…
It seemed like a punishment
Discourses of the punishing state that circulated in Eritrea at a time when the government had become increasingly coercive were articulated especially clearly in debates over teacher transfers. Teachers imagined the state on the basis of their intimate encounters with its bureaucrats, who were thought of as capable of punishing, manipulating, or being manipulated. In a country once noted for the effervescent, revolutionary celebration of the sta…
In Between Nations
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 betw…
Blood and Culture
In Between Nations
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 betw…
It seemed like a punishment
Discourses of the punishing state that circulated in Eritrea at a time when the government had become increasingly coercive were articulated especially clearly in debates over teacher transfers. Teachers imagined the state on the basis of their intimate encounters with its bureaucrats, who were thought of as capable of punishing, manipulating, or being manipulated. In a country once noted for the effervescent, revolutionary celebration of the sta…
Time with/out Telos
Why do so many refugees engage in irregular onward movement despite grave risks and the presence of programs intended to stop them from migrating? We argue that refugees' active engagement with projects of time-making frames their decision making. Refugees' time-making projects involve ordering time in linear or non-linear sequences through orienting themselves towards the past, present, near future, or distant future and, in doing so, creating a…
What Kind of Weapon Is Education? Teleological Violence, Local Integration, and Refugee Education in Northern Ethiopia
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 e…
The teacher state
This paper uses the case of Eritrea to explore tensions between education and militarisation as forms of everyday state-making and examine how teachers constitute the state in the process of navigating these tensions. In 2003 Eritrea merged educational and military institutions. Teachers responded to the new policies by alternately joining in with students’ tacit resistance to them, and engaging in strict, often violent, measures to reclaim contr…
In Between Nations
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 betw…
Blood and Culture
It seemed like a punishment
Discourses of the punishing state that circulated in Eritrea at a time when the government had become increasingly coercive were articulated especially clearly in debates over teacher transfers. Teachers imagined the state on the basis of their intimate encounters with its bureaucrats, who were thought of as capable of punishing, manipulating, or being manipulated. In a country once noted for the effervescent, revolutionary celebration of the sta…
The Struggling State
Following independence from Ethiopia, Eritreaâ 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 citizensâ redefined their relationship with the nation in respons…
Nationalism
Nationalism in anthropology is considered a political ideology, an identity, and/or a structure of feeling. Nationalism can be defined as a sense of membership in a sociopolitical community attached to a national territory and state that has sovereignty over that territory and population. However, anthropological work on nationalism has often problematized the concept. Anthropologists have shown that nationalism does not always affix itself to a …
The teacher state
This paper uses the case of Eritrea to explore tensions between education and militarisation as forms of everyday state-making and examine how teachers constitute the state in the process of navigating these tensions. In 2003 Eritrea merged educational and military institutions. Teachers responded to the new policies by alternately joining in with students’ tacit resistance to them, and engaging in strict, often violent, measures to reclaim contr…
The Big Gamble
The Big Gamble is a sensitive, nuanced and highly readable multi-sited ethnography, which explores the journey of Eritrean migrants across several countries. Belloni started her fieldwork in Italy, seeking to understand migrants’ motivations and choice-making. She then conducted fieldwork in Eritrea, an extremely rare and challenging undertaking given that, to date, there is very little scholarship based on fieldwork in Eritrea. Belloni traces th…
Time with/out Telos
Why do so many refugees engage in irregular onward movement despite grave risks and the presence of programs intended to stop them from migrating? We argue that refugees' active engagement with projects of time-making frames their decision making. Refugees' time-making projects involve ordering time in linear or non-linear sequences through orienting themselves towards the past, present, near future, or distant future and, in doing so, creating a…
What Kind of Weapon Is Education? Teleological Violence, Local Integration, and Refugee Education in Northern Ethiopia
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 e…
Smugglers vs. Students
Between 2016 and 2019, Ethiopia began to implement a series of policies intended to deter the onward migration of Eritrean refugees. These policies were not limited to educating refugees about the risks of migration, but also used development and local integration to create conditions which would ostensibly make Ethiopia a better long-term hosting state. We argue that in order to understand whether these policies changed the way Eritrean refugees…
Incubating Futures
Incarnations of humanitarian-development policies linking refugee productivity and self-reliance in the Global South have circulated in the international aid sector for decades, but have reemerged in response to concerns about the refugee "crisis" in the Global North. Proponents have referred to these approaches as "incubation." Focusing on Jordan, Lebanon, Ethiopia, and Djibouti, we juxtapose the success story told about incubation with the fail…
Political science (9 obras) · Sociology (8 obras) · African history and culture analysis (7 obras) · Law (6 obras) · Law (6 obras) · Politics (5 obras) · Anthropological Studies and Insights (3 obras) · Criminology (3 obras) · Economics (3 obras) · Epistemology (3 obras)