Tools of War, Tools of State

Robert Tynes

Description

Despite the supposed taboo against the practice, many governments, rebels, and terrorist groups use children in war to spy and kill. In Tools of War, Tools of State, Robert Tynes examines this complex problem, demonstrating that the modern use of children in war is a tactical innovation. He discusses how boys and girls on the battlefield bolster troop size, create moral dilemmas, and deepen the level of fear. He also reveals how the practice has become an essential component for groups such as ISIS and al-Shabaab, in their state-making projects. Using statistical methods to analyze conflicts from 1987 to 2007, Tynes shows how widespread child soldier use is and confirms the theory that it is tactically advantageous. Through historical analysis, he explains how child soldiering developed out of Mao's protracted war theory and the militarization of youth during the twentieth century. A case study of the civil war in Sierra Leone, which details the brutality involved when children are forced to fight, is included.
List of Diagrams and Tables
Acknowledgments

1. Why Use Children in War

2. A Shifting Norm

3. The Spread of a Tactic

4. A Global View of Tactical Need

5. Ground-Level Dynamics and the Case of Sierra Leone

6. Tools of State-Building

7. Strategies of Prevention, Compellence, and Protection

Notes
Bibliography
Index

Sujets

• International relations
• Military history

Informations

• Publié par: State University of New York Press
• Date de parution: 20 août 2018
• Nombre de lectures: 0
• EAN13: 9781438472003
• Langue: English

Extrait

TOOLS OF WAR, TOOLS OF STATE
SUNY series, James N. Rosenau series in Global Politics

David C. Earnest, editor
TOOLS OF WAR, TOOLS OF STATE
When Children Become Soldiers
ROBERT TYNES
Cover image: Sierra Leone Flag Boy / iStockphoto by Getty Images
Published by State University of New York Press, Albany
© 2018 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
www.sunypress.edu
Library of Congress Cataloging-in-Publication Data
Names: Tynes, Robert, 1964– author.
Title: Tools of war, tools of state : when children become soldiers / Robert Tynes, State University of New York.
Description: Albany, NY : State University of New York Press, [2018] | Series: SUNY series, James N. Rosenau series in global politics | Includes bibliographical references and index.
Identifiers: LCCN 2017058954 | ISBN 9781438471990 (hardcover : alk. paper) | ISBN 9781438472003 (ebook)
Subjects: LCSH: Child soldiers. | Children and war. | Tactics—Case studies. | Tactics—Moral and ethical aspects. | Child soldiers—Statistics. | Children and war—Sierra Leone—Case studies. | Military art and science—Moral and ethical aspects—Case studies. | War—Moral and ethical aspects—Case studies.
Classification: LCC UB418.C45 T96 2018 | DDC 355.0083—dc23
LC record available at https://lccn.loc.gov/2017058954
10 9 8 7 6 5 4 3 2 1
For Maria, Henry, and Julian
Contents
List of Diagrams and Tables
Acknowledgments
Chapter 1 Why Use Children in War
Chapter 2 A Shifting Norm
Chapter 3 The Spread of a Tactic
Chapter 4 A Global View of Tactical Need
Chapter 5 Ground-Level Dynamics and the Case of Sierra Leone
Chapter 6 Tools of State-Building
Chapter 7 Strategies of Prevention, Compellence, and Protection
Notes
Bibliography
Index
Diagrams and Tables
Diagrams 1 Causal Relationship of Child Soldier Use to Political Opportunities 2 Origins of Child Soldier Use as a Tactic 3 The Child Soldier Tactic Network 4 Causal Relationship of Child Soldier Use to Political Opportunities 5 The Structure of a Social System 6 The Meeting of Two Conflicting Social Systems
Tables 3-1 Degree and Eigenvector Centrality for the Most Prominent Positions in the Network 3-2 Between-ness and Closeness Centrality for the Most Prominent Positions in the Network 4-1 Dimensions of and Measures for the Tactical Need Variable 4-2 Child Soldier Use by Side 4-3 Percentage of Child Soldier Use in Each Region 4-4 Child Soldier Use by Group and Region 4-5 Percentage of Child Soldier Use for Each Type of Armed Conflict 4-6 Binary Logit Regression of Child Soldier Use, 1987−2007 4-7 Logit Regression of Child Soldier Use and Intensity, Military Expenditures per GDP and Political Terror 4-8 Cross Tabulation of Intensity and Child Soldier Use 4-9 Child Soldier Use for Each Political Terror Level 4-10 Multinomial Logit Regression of Child Soldier Use, 1987−2007 (Government Only) 4-11 Child Soldier Use Only by the Government Compared to Polity of the Government 4-12 Multinomial Logit Regression of Child Soldier Use, 1987−2007 (Opposition Only) 4-13 Multinomial Logit Regression of Child Soldier Use, 1987−2007 (Both Sides Use) 4-14 Average Expected Years of Schooling by Child Soldier Use Category 4-15 Predicted Risk of Child Soldier Use When Intensity of Armed Conflict Changes to Over 999 Battle Deaths per Year 4-16 Predicted Risk of Child Soldier Use When a Government Increases Military Spending 4-17 Predicted Risk of Child Soldier Use When Political Terror Increases 4-18 Predicted Risk of Child Soldier Use Only by the Government When Polity Decreases 4-19 Predicted Risk of Child Soldier Use Only by Insurgents When Government Troop Size Increases 4-20 Predicted Risk of Child Soldier Use by Both Sides When Level of Education Decreases
Acknowledgments
Without patience, only fear survives. This is what I have learned by researching child soldier use for the past 10 years. After talking with children who fought in battles and with commanders who have faced them, after reading numerous news and NGO reports, and after scouring history for some sign, some hope, that it is abnormal to give children guns, I still see an everlasting, positive movement to keep kids out of war. It takes patience, though, and a network of people reinforcing the norm to protect children.
This book is the result of the help and patience of a huge network of people and organizations. Yes, I did the research and I wrote the text, and I take full responsibility for all of its shortcomings. But it would not have happened without many many people pitching in. First I would to like thank Victor Asal, Erik Hoffman, and David Rousseau of the University at Albany, and Marda Mustapha of the College of St. Rose. They provided critical analysis and insight for my dissertation, from which this book evolved. Victor Asal and David Rousseau were especially essential for the intellectual rigor and discipline they offered. P. K. Muana of Texas A M University, Marda Mustapha, and members of the Sierra Leonean diaspora on Leonenet were also invaluable contributors to my thoughts concerning the war in Sierra Leone. Barbara Wilkinson and Bryan Early of the Political Science Department at the University at Albany deserve thanks as well for all their help with the regression analysis. The anonymous reviewers for SUNY Press were also key to shaping the final manuscript. Dr. Michael Rinella, Senior Acquisitions Editor, and Diane Ganeles, Senior Production Editor, for SUNY Press turned the manuscript into a book—no easy task.
Much of the early research for this project was refined at various conferences. Some of the concepts and findings from chapter 1 were presented at “Forgotten Conflicts: Permanent Catastrophes?” a workshop at Colgate University, April 14−15, 2007; the 50th Annual meeting of the African Studies Association, October 18−21, 2007; and, the 49th Annual International Studies Association Convention, March 26−29, 2008. The initial network analysis from chapter 3 was presented at the 5th Annual Network Science Workshop, October 26−28, 2010, United States Military Academy, West Point, NY. Elements from chapter 5 were discussed at the “Subjects at Risk: Issues and Conduct of DoD Social Sciences‘ Research in War-Torn and Developing Countries” workshop, George Mason University, November 19−20, 2009. The original work for chapter 5 was first published as “Because It Works: The Advantages of Child Soldier Use During the Sierra Leonean Civil War” in volume 1 of the Journal of Sierra Leone Studies . I thank editor, John Birchall, for his permission to reprint portions of that article here.
Many aspects of this study were supported by grants from the Joseph Zimmerman Fellowship Award, the Dissertation Research Fellowship Award, the New York State/GSEU Professional Development Award, the University at Albany Graduate Student travel grant, the University at Albany Political Science department travel grant, and the Union of University Professionals professional development award. Fieldwork in Sierra Leone was enabled by the University of Washington Honors Program for which I acted as co-teacher on summer excursions to Kagberre.
Anthropologist Clarke Speed deserves infinite gratitude for his role as the most supportive mentor one could ever have. Without Clarke, I never would have immersed myself as deeply as I have in West Africa. And I continue to say: mi still, still, sabi nuting . Finally, without the love and editorial support from my wife, Maria Simpson, this book would not be. Thank you, Maria.
1

Why Use Children in War?
Martin P. was a child. He lived in Uganda. He knew how to march in formation, how to load and fire a submachine gun, and how to kill. He fought twice for the Lord’s Resistance Army (LRA). The LRA kidnapped him for use as a soldier in their insurgency against the Ugandan government. James P. was also abducted by the LRA. He had a similar experience. “What did I do with the LRA during my time in captivity?” he said, “Killed people, beat up people, and looted property. This was under order from the commanders; when we approached a village, some persons would be singled out. We were never told why these people and not others, we were simply told that this one had to be killed” (Human Rights Watch, 2003a, p. 10). Both of these boys were caught up in a conflict that has lasted almost 20 years.
In Sri Lanka, a child who trained at the age of 11 to fight for the Liberation Tigers of Tamil Eelam (LTTE), explained how he was programmed to seek revenge for the killing of his friends. He said, “… he was shown videos of dead women and children and told that his enemies had done this. Soon afterwards he was involved in attacks on several Muslim villages near Batticaloa. When recounting one attack, he described how he had held a child by the legs and bashed its head against a wall and how he enjoyed hearing the mother’s screaming. He said they deserved to die” (Amnesty International, 1998, p. 38). In 2014, the Islamic State (IS) distributed videos showing “toddlers firin