The insecurities of weaponised education: a critical discourse analysis of the securitised education discourse in North-West Pakistan

This article presents a critical discourse analysis of the discourse surrounding education, international development and security in Khyber Pakhtunkhwa, North-West Pakistan. The article notes the dissonance between a discourse emphasising global security and the experienced insecurity faced by schools and students in North-West Pakistan, under attack from the Pakistani Taliban (the most notable attack being the shooting of Malala Yousafzai in 2012). This analysis examines the impact of securitisation on the discursive production of the political realm, exploring whether securitisation engenders security or insecurity. Three key findings emerge. First, the purpose of securitised education becomes fixed on ‘mindset transformation’ from an extremist mindset to an educated mindset. Second, students are transformed into soldiers fighting against extremism as education becomes weaponised. Third, the discourse blurs the distinction between the uneducated and extremist, and the figure of the ‘threatening, uneducated Other’ emerges. The discursive production of such oppositional subjectivities throws into question whether the international community’s intervention in education in North-West Pakistan, in order to improve security and fight extremism, is not in fact producing greater insecurity.