Nation, Nationalism, Curriculum, and the Making of Citizens

Hofmann, Lukas Boser

doi:10.1007/978-981-287-532-7_3-1

Cited by 3 publications

(2 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…6. As in footnote 5, it is important to stress that this assessment is not derived from historical case studies, such as that by Tanner and Tanner (1990), or by more general historical reflections, for instance, by Boser (2016), or of cross-national historical case studies (Horlacher, 2018;Tröhler et al, 2017), but from theoretical clarification attempts and reviews. These may be ignored, but the role of handbooks or encyclopaedias in the codification of knowledge would be underestimated.…”

Section: Notesmentioning

confidence: 99%

National literacies, or modern education and the art of fabricating national minds

Tröhler

2020

Journal of Curriculum Studies

View full text Add to dashboard Cite

The general thesis of this article is that 'nation' and 'state' are often understood as almost equivalent and that this understanding has led to aberrations in educational research, not only with regard to citizenship but also with regard to questions of modernity, claims of globalization, visions of a coming world culture, or even the proclamation of the end of history. The assumed equivalence expresses a particular discourse that traps reflections and research alike, and this discourse is borne by those nation-states that have profited the most from the coupling of the idea of the nation with the idea of the state-that is, foremost, England, Germany, France, and the United States. Two related shortcomings are identified: the large underestimation of nationalism in education and curriculum research and the ignorance of education in the theoretical study of nationalism. The more precise thesis of this article is that we will never understand nationalism in all its layers if we exclude education from the study of nationalism, and that we will never understand modern education if we exclude nationalism in the emergence of the modern nationstates.

show abstract

Section: Notesmentioning

confidence: 99%

National literacies, or modern education and the art of fabricating national minds

Tröhler

2020

Journal of Curriculum Studies

View full text Add to dashboard Cite

show abstract

“…While citizenry is defined legally and can be acquired by birth or through naturalisation, national identity has to be internalised (Boser, 2016). In this context, particularly the modern school system as the "inculcator" of nationality is to be highlighted, which emerged as a contemporary of the nation-state in the modern era and is repeatedly, albeit often times superficially, linked to the nation-state as one of its "most effective and constructive tool[s]" (Tamir, 2019, p. 77) in theories of nation and nationalism (Tröhler & Maricic, under review).…”

mentioning

confidence: 99%

National Identity Textbooks: Teaching Scottishness in the Wake of the Union of Parliaments

Maricic¹

2020

Croatian Journal of Education

View full text Add to dashboard Cite

Even though the interrelation of the emergence of modern mass school systems andprocesses of nation-building in the modern era has evoked academic interest, suchresearch endeavours are generally exemplified by case studies of established nationstates.Conversely, this article demonstrates the pertinence of widening the researchscope beyond the synthesis of the nation and the state, by focusing on the particularcase of Scotland as a nation without a state and the role schools played in creatingScottish national identity in the wake of the Union of Parliaments in 1707. Therebyfocus is put on textbooks as a materialisation of curricula and an extended armof school governance. The article concludes with insights that can be derived fromthis case study for the case of Scottish nationalism as well as its significance for thestudy of nationalism, education and their interrelation in general.Key words: loyal national citizens; nation-building; school system; Scotland.

show abstract

Ethnic and National Identity in Russian Research: A Scoping Review

Ostroglazova,

Starostina

2024

PDC

View full text Add to dashboard Cite

This scoping review aims to provide a comprehensive overview of the contemporary studies regarding ethnic and national identities written in the Russian language. The study reveals major contexts and patterns of the operationalization of the concepts. The scoping review is based on the framework outlined by Arksey and O’Malley, with qualitative content analysis as its primary method. Samples from 114 papers were analyzed to find existing approaches to identity studies and conceptualization. Explicit and implicit identity definitions and identity attributes were mapped and coded. The research found that scholars tend to provide original definitions and relate identity to consciousness. Implying the idea of a person’s uniqueness, identity is often regarded as rooted in memory, hence the number of mentions of memory studies and memory politics in the reviewed articles. Another finding is that multiple and/or complex identities are widely investigated, and these identity types are given original names, mostly compound. With a great number of identity types, there is still a common understanding of identity as a constructed, dynamic phenomenon. The study concludes that identity is a common value-charged notion for Russian academic discourse, with national and ethnic identities being at the heart of the ongoing studies. The paper concentrates on identities of large groups, which is viewed as a politically sensitive issue, closely intertwined with the view of identity as a factor and resource of the development of society. Main topics are politics, history, representation, dynamics, plurality, communication, cultural factors, and territory. The analysis of the identity studies contributes to professional discourse by illuminating how concepts of ethnic and national identities are operationalized and communicated in the Russian-language academic community, thus enhancing cross-cultural understanding and facilitating more effective professional communication in related fields. Given the limitations, the findings identify the main patterns of concept usage, point to research gaps, and provide a basis for future research.

show abstract

Nation, Nationalism, Curriculum, and the Making of Citizens

Cited by 3 publications

References 2 publications

National literacies, or modern education and the art of fabricating national minds

National literacies, or modern education and the art of fabricating national minds

National Identity Textbooks: Teaching Scottishness in the Wake of the Union of Parliaments

Ethnic and National Identity in Russian Research: A Scoping Review

Contact Info

Product

Resources

About