Findings, theories and methods in the study of children's national identifications and national attitudes

Abstract

This paper reviews some of the relevant background findings against which the empirical studies reported in this special issue were designed. Particular attention is given to previous findings on the development of children's national knowledge, national attitudes and national identifications. The paper also reviews five existing theories which have been proposed to explain the development of children's intergroup attitudes: cognitive-developmental theory (Aboud, 1988(Aboud, , 2008, social identity development theory (Nesdale, 2004(Nesdale, , 2008, social identity theory (Tajfel, 1978;Tajfel & Turner, 1986), societal-social-cognitive-motivational theory (Barrett, 2007(Barrett, , 2009Barrett & Davis, 2008) and integrative developmental-contextual theory (Bar-Tal & Teichman, 2005;Teichman & Bar-Tal, 2008). The paper concludes by describing the shared methodology which was utilised by all of the following studies that are reported in this special issue. These studies were designed to examine how children's attitudes to other nations develop within a range of different national contexts, some of which have not experienced violent conflict in the recent past (England, The Netherlands) but others of which have recently experienced, or still are experiencing, conflict, violence or warfare (Basque Country, Bosnia, North and South Cyprus, Northern Ireland, Israel).

Parental Influences on Adolescents’ Negative Attitudes Toward Immigrants

“…In recent years, social psychological and developmental theorizing has been brought together to explain the development of stereotypes and prejudice (Aboud 2005;Bar-Tal and Teichman 2005;Barrett and Oppenheimer 2011;Bigler and Liben 2007;Nesdale 2001). All of these theoretical approaches suggest that social contexts serve as input for stereotype and prejudice formation.…”

Childhood in transition: growing up in ‘post-conflict’ Northern Ireland

“…This is influenced by the degree to which children internalise the prejudices of the 'in-group' and feel threatened by the 'out-group' (Barrett and Oppenheimer 2011). The relationships between strength of national identity, 'out-group' attitudes and perceived threats to identity are important in a society in transition from conflict where ethno-national identities are dominant.…”

Multicultural apprenticeships in teacher education

“…Research indicates that there is no quick fix to unlearning ideas, beliefs, and biases that have taken 20 or more years to acquire (Aboud, 2008;Barrett & Oppenheimer, 2011;Conaway, Browning, & Purdham-Cassidy, 2007;Jennings, Stoker, & Bowers, 2009). What approach would be robust enough to cultivate critically conscious and multiculturally competent teachers?…”