Mehr lesen
This edited volume provides an international overview of research on nationalism in education. In light of emerging neo-nationalism and national answers to global challenges, the book contributes to a growing and desperately needed discussion on how we can understand and deal with the involvement of education in phenomena of nations and nationalisms in school, curriculum, theory and research. In this book, internationally renowned scholars as well as doctoral students and postdocs from Asia, Europe, America, and Australia show how the history of education can theoretically and empirically deal with the concept(ion)s of nation and nationalism.
Inhaltsverzeichnis
1. Introduction.- 2. National Literacies in Education Research.- 3. From People to National Citizens.- 4. The Nation in School and Curriculum.- 5. The Nation in a Globalized World.- 6. Conclusion.
Über den Autor / die Autorin
Stephanie Fox is Coordinator of the Doctoral School in Education at the University of Vienna, Austria. Her PhD research interests deal with linguistics on a first language level as well as on an ideological level following the linguistic turn, power structures, and struggles within and between institutions and nations, travelling ideas and, related to this, with nations and nationalisms.
Lukas Boser is Senior Lecturer in the School of Education at the University of Applied Sciences and Arts Northwestern Switzerland and at the University of Basel. His research interests cover the standardization of weights and measures and the epistemology embedded therein, as well as the education of national citizens in Europe during the long nineteenth century.
Bericht
I highly recommend Fox and Boser s (2023) National Literacies in Education: Historical Reflections on the Nexus of Nations, National Identities, and Education. I found this book an insightful and engaging read, and I plan on drawing upon its chapters and reading more work from its contributors as I pursue historical interests related to white Christian nationalism in the US. (Jory Brass, Historical Studies in Education, Vol. 36 (2), 2024)
