![]() ![]() Of this article is to analyse the interaction between education and flags inįostering a Salafi and a Salafi-Jihadi identity among school students agedīetween eight and seventeen years old in the ‘liberated areas’. Harness the necessary amount of emotional power for shaping identities. On the other hand, ethno-symbolists likeĪrgue that only symbols (such as those projected by flags and folk tales) can ![]() Materialists, like Ernest Gellner,Įmphasise the significance of factors such as education and the Islamic Caliphate and the prophet Mohamed.Ī prime example of the on-going debate between various theorists of identityĪnd nationalism concerning the role of materialist and symbolic elements inĬrafting identity and in excluding or including members of a particularĬommunity. (areas that are under the control of the opposition) now start the school dayīy saluting Salafi and Salafi-Jihadi flags and chanting in praise of the Children in the so-called ‘liberated areas’ Since the uprising, there have been some radicalĬhanges made to this practice. Their schoolyard to salute the Syrian and Ba’ath flags while chanting ‘long Before starting a typical school day, students would gather in Secular ideology as a core module of the broader subject of qaumiyya Uprising of March 2011, school students all over Syria had to study Ba’ath ![]()
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