High-ranking policy makers such as the G7 foreign ministers or US President Barack Obama have recently recognized a link between climate change, the resulting environmental changes and violent conflict. However researchers disagree whether natural resource scarcity or natural disasters lead to an increase in violent conflicts. This project asks whether the links between environmental change and conflict are discussed in school textbooks and if so, in what way. In this context, school textbooks are conceived as expressions and mediators of the dominant knowledge of a society. This knowledge is important, especially in the nations of the Global North, in the shaping of decisions regarding environmental, climate and security policies with potential global impacts. This project combines theoretical approaches from popular geopolitics and from securitization theory with the methods of discourse analysis, content analysis and visual analysis. The project also investigates the reception of textbook content that addresses environmental change and conflict by students in the classroom.
- Ide, Tobias/Abdulkhaleq, Alwan/Bader, Khalil/Dougui, Noureddine/Husseini, Maysoun/Imad, Elarbi/Marzouk, Farouk Gaafar Abdel Hakim/Moustafa, Amany M. Taha/Spielhaus, Riem (2018): The Geopolitics of Environmental Education: An Analysis of School Textbooks in the MENA Region. Journal of Educational Media, Memory and Society 10 (2), 64-83.
- Ide, Tobias (2018): The Environment. In: Fuchs, Eckhardt/Bock, Annekatrin (eds.): Palgrave Handbook of Textbook Studies. Basingstoke: Palgrave, 357-366.
- Ide, Tobias/Detges, Adrien/Leimeister, Timo (2017): Securitisation through the Schoolbook? On Facilitating Conditions for and Audience Dispositions towards the Securitisation of Climate Change. Journal of International Relations & Development, online ahead of print.
- Ide, Tobias (2016): Critical Geopolitics and School Textbooks: The Case of Environment-Conflict Links in Germany. Political Geography 55 (1), 61-70.