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The study of taken‐for‐granted nationalism has been bourgeoning in the last two decades. With Michael Billig's seminal thesis of banal nationalism, it is now more common to see those studies that focus on day‐to‐day unconscious flagging of national symbols in established (as opposed to new) nations. There are also studies that re‐emphasize Durkheimian moments of collective effervescence through ecstatic events (such as the Olympics and the Soccer World Cup) that concretize national identities. By critically engaging with these concepts, this exploratory study delves into the nature of Japanese youth nationalism. What are the sources of their national pride? How proud are they? Or, not? How do the Japanese youth perceive the national symbols such as the national flag and how is it related to the sense of nation?

Memory wars in Asia still revolve around Japan. Much has been discussed on the so-called kyōkasho mondai (history textbook controversies), yet, not much has been explored on the domestic social function of history textbooks per se. Emphasizing creators of history narratives (and their production), the field tends to overlook the audience, or, receivers in the process. In this article, by referring to the original interviews with Japanese college students, I question the very assumption of the creator-receiver connection. How are history textbooks perceived as a source for promoting Japanese people's underlying historical consciousness? How have they been utilized in schools? Are they useful? If so, how? If not, why? I argue that in the case of Japan, how people reflect upon history issues is not necessarily the function of school history textbooks as often assumed, making a strong case for the importance of receivers in the analysis of public discourse.

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