Citizenship Education and National Identity: Teaching Ambivalence

Autor/in	Ljunggren, Carsten
Titel	Citizenship Education and National Identity: Teaching Ambivalence
Quelle	In: Policy Futures in Education, 12 (2014) 1, S.34-47 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2014.12.1.34
Schlagwörter	Foreign Countries; Citizenship Education; Nationalism; Patriotism; Multicultural Education; Cultural Pluralism; Ethnicity; Racial Identification; Cultural Awareness; Educational Practices; Sweden + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Nationalismus; Patriotismus; Multikulturelle Erziehung; Kulturpluralismus; Ethnizität; Cultural identity; Kulturelle Identität; Bildungspraxis; Schweden
Abstract	The article is concerned with issues of national identity in a multicultural society (Sweden) and the role of citizenship education in creating a national identity. After having witnessed the terrorist attack and the traumas from Oslo and Utøya (22 July 2011), and the suicide bombing in Stockholm on 11 December 2010, certain words, such as national identity and patriotism, make the project of writing on national identity from a Scandinavian perspective not just urgent but somewhat problematic. What the author terms national identity and democratic patriotism in the article is intended to combat all forms of chauvinistic ethno-nationality, on the one hand, and, on the other, fundamental ethno-religious identity. He argues for a particular way of understanding national identity that transcends ethnicity but also acknowledges it, by elaborating on the conception of "democratic patriotism." In this respect, his discussion of this issue is framed by the discussion of social integration and its importance to citizenship education, where his intention is to discriminate between the kind of national identity that refers either to aspects of political domination or a cultural hegemony, or both, and democratic and critical understanding of national identity in relation to pluralism and contingency (i.e. concerning respect for difference and otherness). The purpose of this article is to provide theoretical and empirical arguments for a didactical professional attitude and the practice of reciprocal communication in this sense where meanings of national identity are discussed, tested and challenged in class. In light of the ongoing debate, the article is a revisiting of concepts and a debate over concepts of national identity and belonging: how national identity can be identified, and what might be done to affirm a constructive, democratic national identity beyond both nationalism and multiculturalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10